Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Reification in Science Education Research: A Neglected Problem
Stockholm University, Faculty of Science, Department of Mathematics and Science Education. (NV)
Stockholm University, Faculty of Science, Department of Mathematics and Science Education. (NV)
2011 (English)In:  , 2011Conference paper, Published paper (Refereed)
Abstract [en]

The purpose of this presentation is to examine problems connected to the search for underlying causes for what occurs in activities in the science classroom. Our concern is primarily with the tendency to reify processes and turn them into underlying structures, thus creating entities out of human activities. Examples include reification of cognitive and emotional processes (e.g. understanding and interest) as well as socio-cultural ones (e.g. norms and power). We high-light theoretical, methodological, and educational problems connected to this habit. Theoretically and methodologically, there is a problematic circularity connected to the habit of studying people’s actions (such as talk in interviews), reify these actions in the form of entities, and finally take the entities as causes for the initially observed actions. Moreover, the field tends to become oversaturated with new entities whose existence it is not possible to verify empirically. Finally, by striving to attain reified competencies within students, the educational system runs the risk of focusing too much on students attaining certain states, at the expense of learning to take part in meaningful activities having purposes. These problems have been discussed previously. Nevertheless, there are few traces of their existence in the science education research literature, and new studies are conducted as if there was never an issue in the first place. Therefore, it is timely to reopen this issue for renewed discussion.

Place, publisher, year, edition, pages
2011.
Keyword [en]
reification, pragmatism, science education, cognitive, discourse, norms, identity, power, action, activity
National Category
Didactics
Research subject
Science Education
Identifiers
URN: urn:nbn:se:su:diva-71196OAI: oai:DiVA.org:su-71196DiVA: diva2:484053
Conference
ESERA 2011 Conference, Lyon, September 5-9, 2011
Available from: 2012-01-31 Created: 2012-01-26 Last updated: 2012-01-31Bibliographically approved

Open Access in DiVA

fulltext(170 kB)407 downloads
File information
File name FULLTEXT01.pdfFile size 170 kBChecksum SHA-512
afacb16bcfb6a1a2f3207adf8ecdbba50aa446af8ca84fac08f82b84f868ba0aa8eff9ceb57ffd284961d9cf1c4ced338a81aaeba6cad34d8cd49c6073c8c52e
Type fulltextMimetype application/pdf

By organisation
Department of Mathematics and Science Education
Didactics

Search outside of DiVA

GoogleGoogle Scholar
Total: 407 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 96 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf