The Materiality of Materials and Artefacts Used in Science Classrooms

Kathrin Otrel-Cass, Bronwen Cowie

Publikation: Bidrag til bog/antologi/rapport/konference proceedingBidrag til bog/antologiForskningpeer review

Resumé

I dette kapitel er vi interesserede i at problematisere begrebet materiale og materialitet og hvad det kan betyde for undervisning i videnskaben. Vi er interesserede i at gøre dette, fordi videnskab ofte bruger og producerer forklaringer, der adskiller sig fra fælles observationer. I videnskabsuddannelse anvendes en række forskellige materialer til forskellige formål, der spænder fra dagligdagsgenstande som borde og tavler til mere specifikke materialer, herunder dem, der bygger bro mellem forståelser, simulerer uobserverbare fænomener og / eller reproducerer naturlige processer (til tider ved at reducere variablerne der er involveret i deres naturlige forekomst). Udfordringen i at tænke med materialer eller genstande er, at "for at leve, skal mennesker fortolke verden reduktivt som en række faste genstande. Materiale betegner en stabil eller 'rock-bottom' virkelighed" (Bennett J: Vibrant matter: a political ecology of things. Duke University Press, Durham, 2009 s. 58, vægtet af originalforfatter). Hvad Bennett refererer til, er den konkrethed, som materialer og genstande indeholder, som grundfæster tænkning, tale eller oplevelse af verden.
OriginalsprogEngelsk
TitelMaterial Practice and Materiality : Too Long Ignored in Science Education
RedaktørerCatherine Milne, Kathryn Scantlebury
ForlagSpringer
Publikationsdatomar. 2019
Udgave1
ISBN (Trykt)978-3-030-01973-0
ISBN (Elektronisk)978-3-030-01974-7
DOI
StatusUdgivet - mar. 2019
NavnCultural Studies of Science Education
Vol/bind18
ISSN1879-7229

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Citer dette

Otrel-Cass, K., & Cowie, B. (2019). The Materiality of Materials and Artefacts Used in Science Classrooms. I C. Milne, & K. Scantlebury (red.), Material Practice and Materiality: Too Long Ignored in Science Education (1 udg.). Springer. Cultural Studies of Science Education, Bind. 18 https://doi.org/10.1007/978-3-030-01974-7_3
Otrel-Cass, Kathrin ; Cowie, Bronwen. / The Materiality of Materials and Artefacts Used in Science Classrooms. Material Practice and Materiality: Too Long Ignored in Science Education. red. / Catherine Milne ; Kathryn Scantlebury. 1. udg. Springer, 2019. (Cultural Studies of Science Education, Bind 18).
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Otrel-Cass, K & Cowie, B 2019, The Materiality of Materials and Artefacts Used in Science Classrooms. i C Milne & K Scantlebury (red), Material Practice and Materiality: Too Long Ignored in Science Education. 1 udg, Springer, Cultural Studies of Science Education, bind 18. https://doi.org/10.1007/978-3-030-01974-7_3

The Materiality of Materials and Artefacts Used in Science Classrooms. / Otrel-Cass, Kathrin; Cowie, Bronwen.

Material Practice and Materiality: Too Long Ignored in Science Education. red. / Catherine Milne; Kathryn Scantlebury. 1. udg. Springer, 2019.

Publikation: Bidrag til bog/antologi/rapport/konference proceedingBidrag til bog/antologiForskningpeer review

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Otrel-Cass K, Cowie B. The Materiality of Materials and Artefacts Used in Science Classrooms. I Milne C, Scantlebury K, red., Material Practice and Materiality: Too Long Ignored in Science Education. 1 udg. Springer. 2019. (Cultural Studies of Science Education, Bind 18). https://doi.org/10.1007/978-3-030-01974-7_3