Reference : Problematizing science as a primary school discipline: Learning from contingencies an...
Scientific congresses, symposiums and conference proceedings : Poster
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/23416
Problematizing science as a primary school discipline: Learning from contingencies and diversities
English
Schreiber, Catherina mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Siry, Christina mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Reuter, Bob mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Brendel, Michelle mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Busana, Gilbert mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
3-Sep-2015
A0
No
No
International
ESERA2015: 11th biannual Conference of the European Science Education Research Association
31/08-04/09/2015
European Science Education Research Association
Helsinki
Finland
[en] Science Education ; School Curriculum ; Multiperspectivity
[en] This paper puts the idea of a contingent nature of science at its fore, asking what we as researchers can learn from seemingly irreconcilable differences in our approaches and interpretations to past, present and future developments in science education. To do so, we aim to explore the potentials of multi-perspectivity in an academic self-experiment. The idea is to problematize science as a school discipline from different theoretical, disciplinary and methodological standpoints.
By taking one concrete example of a Luxembourgian primary school curriculum document, four researchers will independently apply their individual lenses on science as a school discipline. Concretely, the coverage of the hedgehog as a “characteristic animal” in our primary school curriculum will be commented on in historical, sociocultural and pedagogical perspectives.
This concrete curricular example is seemingly defined and non disputable as a content theme in primary school science education in Luxembourg, and is also to be found in international curriculum policy documents. Yet a seemingly proven fact can be interpreted in multiple ways, not only to bridge controversies, as it is done so often, but as exploring the differences in a self-reflective manner.
Through such multiple interpretations, we are specifically looking for inconsistencies between the four different narratives, instead of focusing on consensual conclusions or firm and consistent patterns. Instead we will follow a multi-layered approach to research in order to undertake a métissage approach to analyzing a component of the science pedagogical practice, allowing the different understandings on the Luxembourgian science curriculum to remain and complement each other in a complex manner.
Researchers
http://hdl.handle.net/10993/23416

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