Spatiotemporal relationships in science lessons
Building learning opportunities over time
Dados Bibliográficos
| ID | 21392841 |
|---|---|
| Autores | Vanessa Cappelle (0000-0001-8067-1370, Pró‐reitoria de Extensão Universidade Federal de Minas Gerais Belo Horizonte Minas Gerais Brazil, autor correspondente), Luiz Gustavo Franco Silveira (0000-0002-1009-7788, Departamento de Métodos e Técnicas de Ensino Universidade Federal de Minas Gerais Belo Horizonte Minas Gerais Brazil), Danusa Munford (0000-0001-7071-4904, Centro de Ciências Naturais e Humanas Universidade Federal do ABC Santo André São Paulo Brazil) |
| Ano | 2023 |
| Volume | 107 |
| Fascículo | 6 |
| Páginas | 1435-1456 |
| Data de publicação | 2023-11-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Science Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21808 |
| OpenAlex | W4383223520 |
| Idioma | EN |
| Referências citadas | 46 |
In this study, we investigated the construction of science learning opportunities focusing on space−time relationships. Guided by ethnography in education, we followed the everyday life of a classroom over their three first years at elementary school. Based on macroanalysis, we examined discursive interactions in temporally distant events and how participants built relationships between these events. Verbal tense, agents in narratives, and relations between texts/contexts guided microanalyses. Results indicate that teacher and students evoked space−time relationships that become an epistemic tool for this class. These relationships structured narratives which the actor in scientific inquiry was the class as a group. Moreover, space−time connections provided articulations between the conceptual, epistemic, and social domains of scientific knowledge in science lessons over time. We discuss methodological contributions of the study, in addition to implications for positioning students as epistemic agents in science learning
Class (philosophy) · Conceptual change · Epistemology · Ethnography · Linguistics · Mathematics education · Narrative · Pedagogy · Philosophy of science · Science education · Science learning · Sociology · Space (punctuation) · Anthropology · Computer Science · Educational Strategies and Epistemologies · Educator Training and Historical Pedagogy · Psychology · Science Education and Pedagogy
Words and Minds
The tension between authoritative and dialogic discourse
Epistemic Practices and Science Education
The Seeds of Time
Opening up curricula to redistribute epistemic agency
Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching
Improvements to elementary children's epistemic understanding from sustained argumentation
Addressing the epistemic elephant in the room
The Double Invention of Komo
Studying the Over-Time Construction of Knowledge in Educational Settings
Acting with epistemic agency
Positioning Students as Actors and Authors
Questions in Time
Ethnography and Language in Educational Settings
Constructing Scientific Knowledge in the Classroom
Achievement as a Function of Time Spent in Learning and Time Needed for Learning
Across the Scales of Time
Phases of inquiry-based learning
Shared Epistemic Agency
Science Education in Three-Part Harmony
Discourse Strategies
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |