Cultural-Historical Psychology
2014. Vol. 10, no. 2, 110–115
ISSN: 1816-5435 / 2224-8935 (online)
Making explicit some tensions in educational practice: science education in focus
Abstract
General Information
Keywords: Tensions, Science Education, Activity Theory, Alienation, Emancipation, Formation of the Individuals
Journal rubric: Scientific Life
Article type: scientific article
For citation: Camillo J., Mattos C.R. Making explicit some tensions in educational practice: science education in focus. Kul'turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, 2014. Vol. 10, no. 2, pp. 110–115. (In Russ., аbstr. in Engl.)
References
- Bastos P. W. , Mattos C. R. Um exemplo da dina^mica do perfil conceitual como complexificac,~ao do conhecimento cotidiano. Revista Electronica de Ense~nanza de las Ciencias, 2009. Vol. 8 (3), pp. 1054—1078.
- Black P. Innovation and change in Science Education. In: Proceedings of GIREP-ICPE International conference. Ljubljana, 2006, pp. 23—33 .
- Camillo J. Experiences in context: experimentation in a socio-cultural-historical perspective. Dissertation, 2011. University of S~ao Paulo. Brazil.
- DeBoer G. Scientific Literacy: Another look at its his- torical and contemporary meanings and its relationship to sci- ence education reform. Journal of Research in Science Teaching, 2000. Vol. 37 (6), pp. 582—601.
- Duarte N. Education as mediation between the individ- ual's everyday life and the historical construction of society and culture by humankind. In: Critical perspectives on activi- ty theory: explorations across education, work, and everyday life. Cambridge, 2006, pp. 211—237.
- Duschl R. Restructuring Science Education: The impor- tance of theories and their development. Teachers College Press, 1990. 176 p.
- Engestrom.. Y. Expansive Learning at Work: toward an activity theoretical reconceptualization. Journal of Education and Work, 2001. Vol. 14 (1), pp. 133—156.
- Fourez G. Scientific and Technological Literacy as a Social Practice. Social Studies of Science, 1997. Vol. 27 (6), pp. 903—936.
- Fourez Gerard. Crisis in science teaching? Investigac,~oes em Ensino de Ciencias, 2003. Vol. 8 (2), pp. 109—123.
- Gough B., Fry G., Grogan S., Conner M. Why do Young adult smokers continue to smoke despite the health risks? A focus group study. Psychology & Health, 2009. Vol. 24 (2), pp. 203—220.
- Ilyenkov E.V. The Ideal in Human Activity. Marxists Internet Archive, 2009.
- Jenkins E.W. School Science, Citizenship and the Public Understanding of Science. International Journal of Science Education, 1999. Vol. 21 (7), pp. 703—710.
- Kirschner P.A., Sweller J., Clark R.E. Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experien- tial, and inquiry-based teaching. Educational Psychologist, 2006. Vol. 41 (2), p. 75—86.
- Lawson A.E., Clark B., Cramer6Meldrum, E., Falco6 ner, K.A., Sequist J.M., Kwon Y.J. The development of reason- ing skills in college biology: Do two levels of general hypothe- sis-testing skills exist? Journal of Research in Science Teaching, 2000, Vol. 37 (1), pp. 81—101.
- Leontiev A.N. The Development of Mind: Selected Works of Aleksei Nikolaevich Leontyev. Marxists Internet Archive, 2009. 419 p.
- Marx K. Grundrisse: Foundations of the Critique of Political Economy. Penguin Books. England, 1973. 912 p.
- Mattos C.R. O ABC da Ci^encia. In: A pesquisa em ensi- no de Fisica e a sala de aula: articulac,~oes necessarias. S~ao Paulo: Sociedade Brasileira de Fisica, 2010, pp. 141—156.
- Nielsen J.A. Co-opting Science: A preliminary study of how students invoke science in value-laden discussions. International Journal of Science Education, 2012. Vol. 34 (2), pp. 275—299.
- OECD (Organisation for Economic Co-operation and Development). Assessing scientific, reading and mathematical literacy: A framework for PISA 2006. Paris, 2006. 187 p.
- Roth W.6M., Lee Y.6J., & Hsu P.6L. A tool for changing the world: possibilities of cultural-historical activity theory to reinvigorate science education. Studies in Science Education, 2009. Vol. 45 (2), pp. 131—167.
- Sannino A., Daniels H., Gutierrez K. Activity theory between historical engagement and future-making practice. In: Sannino A. , Daniels H. and Gutierrez K. D. , eds. Learning and Expanding with Activity Theory. Cambridge, 2009, pp. 1—15.
- Stetsenko A. Activity as Object-Related: Resolving the Dichotomy of Individual and Collective Planes of Activity. Mind, Culture, and Activity, 2005. Vol. 12 (1), pp. 70—88.
- Yang F.Y. Exploring high school students' use of theo- ry and evidence in an everyday context: the role of scientific thinking in environmental science decision-making. International Journal of Science Education, 2004, Vol. 26 (11), pp. 1345—1364.
- Yang F.Y., Anderson O.R. Senior high school students' preference and reasoning modes about nuclear energy use. International Journal of Science Education, 2003. Vol. 25 (2), pp. 221—244.
Information About the Authors
Metrics
Views
Total: 1794
Previous month: 3
Current month: 0
Downloads
Total: 781
Previous month: 2
Current month: 0