Altering conditions for student participation and motive development in school science: learning from Helena’s mistake
2012 (English)In: Cultural Studies of Science Education, ISSN 1871-1502, Vol. 7, no 2, 425-438 p.Article in journal (Refereed) Published
Previous research on science education has described various factors influencing students’ participation and produced categorizations of students based on e.g. cultural background. In this article it is argued, theoretically and empirically, that an understanding of students’ participation in science education needs to begin with an analysis of what activity students are engaged in. The aim is to explore how altering conditions of classroom work may open up opportunities for students mainly participating in an activity of education or schooling to engage in an activity of science learning. Activity is conceptualized in a Cultural-Historical Activity Theory perspective as object-oriented and transformative. Drawing on an ethnographic study in a Swedish compulsory school, a critical incident of the participation in science education of a 7th grade girl called Helena is analyzed. The results show that altered conditions of classroom practice may produce new possibilities for student participation, and point to the impossibility of determining students as ‘different kinds of students’ based on a priori categories e.g. sex, ethnicity, socio-economic background.
Place, publisher, year, edition, pages
Springer, 2012. Vol. 7, no 2, 425-438 p.
Student participation – Motive development – Science learning activity – Cultural-Historical Activity Theory
Research subject Science Education
IdentifiersURN: urn:nbn:se:su:diva-60275DOI: 10.1007/s11422-011-9314-xOAI: oai:DiVA.org:su-60275DiVA: diva2:433929
FunderKnut and Alice Wallenberg FoundationSwedish Research CouncilRiksbankens Jubileumsfond