Students' interactions with curricular materials and scientific ideas in two different school science activities
(English)Manuscript (preprint) (Other academic)
The extent to which students connect what they do with materials to the relevant scientific ideas has primarily been studied in relation to laboratory work. We compared students’ interactions with curricular materials and scientific ideas in two activities commonly regarded as affording manipulation of either materials (laboratory work) or ideas (concept mapping). Students were audio and video recorded as they engaged in a lab work activity about real electrochemical cells or in a concept mapping activity about idealized cells. We used a practical epistemology analysis to describe how students interacted with ideas and materials in each activity. Students interacted extensively with materials as well as with ideas in both activities. Students used the real electrochemical cell, but never the physical concept map, to further their explanations of how an electrochemical cell works. Students also took additional actions beyond interacting with materials and ideas to further both activities. Primarily, students invoked taxonomic investigations and oriented themselves in the expectations and rules of each activity. Both activities thus afforded the learning of habits of interacting with materials and ideas, although to somewhat different extents and in partly different ways.
scientific ideas, curricular materials, laboratory work, concept mapping, electrochemistry, practical epistemology analysis, habits
IdentifiersURN: urn:nbn:se:su:diva-32300OAI: oai:DiVA.org:su-32300DiVA: diva2:279984
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