Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
A Tentative approach towards a Consensus between Theories about Science Education and Practices in Comprehensive Schools: A comparative study of five post-millennial dissertations
Strömstad Akademi.
Strömstad Akademi.
Strömstad Akademi.
2012 (Engelska)Rapport (Övrigt vetenskapligt)
Abstract [en]

A comparative study has been undertaken of five post-millennial dissertations in Science Education in order to discuss the possible implications of their theoretical perspectives on practices in comprehensive schools. These theories include individual constructivism, sociocultural constructivism, social constructivism, theory of variations and combinations of these theoretical approaches. Even if these theories mainly are focused on learning, they might render tentative hints on acts of teaching. The theory of variations shows how questions might open up for activities which are not directly apparent for a teacher and the theory points out that it is fruitful to present the content of the subject matter in different ways. The sociocultural constructivistic theory focuses on communication between participants and shows how utilization of artefacts might create possibilities for enhancement of learning. The theory for individual constructivism sheds light upon processes of intrapersonal learning. Three different paradigms, emanating from these dissertations, are discussed in relation to school context, they are: acquisition, participation and constitution. It might thus be fruitful for teachers in comprehensive schools to study the contents of these dissertations and to reflect upon how these aspects of didactics could shed light upon teaching and for example to be able to take into account the differences between first and second order perspectives. The future development of didactics seems to lead towards hybrids of these Grand Theories in which for example a change from a dualistic towards a non-dualistic perspective on the relation between subject and object might be fruitful to take into account.

Ort, förlag, år, upplaga, sidor
Strömstad: Strömstad Akademi , 2012. , s. 16
Serie
Acta Academiae Stromstadiensis ; 11
Nyckelord [en]
Science education, science in comprehensive schools, teaching and learning science
Identifikatorer
URN: urn:nbn:se:hv:diva-5231ISBN: 978-91-86607-11-1 (tryckt)OAI: oai:DiVA.org:hv-5231DiVA, id: diva2:614141
Tillgänglig från: 2013-04-03 Skapad: 2013-04-03 Senast uppdaterad: 2013-04-03Bibliografiskt granskad

Open Access i DiVA

fulltext(211 kB)194 nedladdningar
Filinformation
Filnamn FULLTEXT01.pdfFilstorlek 211 kBChecksumma SHA-512
2c3724ed72103d11f0328c52f7a5401f3adde31711682cdc03afa2c2c7ff21d6a1d04080efa051ed526b1a284cac4119242bcd40d6774438fbeb9af8e48d254e
Typ fulltextMimetyp application/pdf

Sök vidare utanför DiVA

GoogleGoogle Scholar
Totalt: 194 nedladdningar
Antalet nedladdningar är summan av nedladdningar för alla fulltexter. Det kan inkludera t.ex tidigare versioner som nu inte längre är tillgängliga.

isbn
urn-nbn

Altmetricpoäng

isbn
urn-nbn
Totalt: 82 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf