Previous issue (2019. Vol. 15, no. 3)
Included in Web of Science СС (ESCI)
Making explicit some tensions in educational practice: science education in focus 1134
PhD Student, University of Sao Paulo, Sao Paulo, Brazil
PhD, Professor, Institute of Physics, University of Sa~o Paulo, Sao Paolo, Brazil
The relevance of Science Education to the modern world nowadays is the subject of many authors. There are a lot of expected outcomes and also a lot of different perspectives that teachers, researchers and educational policy makers have been using to grasp teaching-learning process and to plan/conduct educational activities in science classrooms. Most of these perspectives are grounded in a logic that is incapable to deal with contradictions reinforcing dichotomies and most of them are unable to properly analyze controversial social issues that are more frequently introduced in sci- ence educational practice. The main consequence of this framework is the emerging apparent oppositions between individual and collective; ontology versus epistemology; alienation versus emancipation. Bearing in mind these cir- cumstances we understand the necessity of a dialectical approach. In this paper we address some of those emerging ten- sions analyzing its consequences to Science Education considering Cultural Historical Activity Theory. To deal with those oppositions we propose three analytical categories for tensions: a) the subject of activity; b) the content of activ- ity; c) the outcome of activity to fully understand the dialectical nature of contradictions.
Keywords: Tensions, Science Education, Activity Theory, Alienation, Emancipation, Formation of the Individuals
Column: Scientific Life
- 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.
- 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
- 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),
- Ilyenkov E.V. The Ideal in Human Activity. Marxists Internet
- 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.
- 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.