e-book

Activity Theory in Formal and Informal Science Education

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This book aims to contribute to an emergent agenda for cultural historical activity
theory (CHAT) and science education in Europe. It especially focuses on the
application of activity theory in formal and informal science education. This focus
leads to rethinking scientific literacy (Roth & Lee, 2004), as well as to rethinking
the role of information and communication technologies (van Eijck & Roth, 2007;
Kaptelinin & Nardi, 2006). Recently, many European science curricula have been
reformed, but by interpreting evaluation reports of the Programme for International
Students Assessment (PISA, 2006, 2009)1 we see that we still have to do a lot in
order to achieve the aim of “real” scientific literacy.

CHAT is considered a subcategory of sociocultural theory, and this issue will be
analytically described in Chapter 2. A science education enriched and interpreted by
CHAT could be situated in the current sociocultural context. During recent decades
many scholars in the United States, Canada, Australia, and Europe have developed
theoretical documentation and research methods on CHAT. Some important academic
journals in science education research, such as Science Education, Research in
Science Education, and Journal of Research in Science Teaching, increasingly
include cultural studies of science education. The journal Cultural Studies of Science
Education is totally oriented to this emerging research field. In this journal many
senior and new authors publish work devoted to the cultural interpretation of science
education practices and activities.

Among European science education policies, however, this emergent agenda
remains isolated, although “learning communities,” “potentials for learning,” and
“quality in science education research” are major topics in recent European journals,
conferences, and books.2 European science education scholars are underrepresented
in this research area. For example, during the European Science Education Research
Association (ESERA) conferences, few symposia were dedicated to cultural studies
of science education (CSSE). Moreover, the average number of sociocultural
articles in the leading European science education journal, International Journal of
Science Education is low. We need more concerted work on major sociocultural and
cultural-historical issues. Until now the discourse has been limited primarily to
language, globalization, and immigration. European citizens differ from those in
third-world countries, while science approaches in European countries may differ
significantly from those in Canada, the United States, and Australia. Furthermore,
many types of science, for example science of western civilizations, personal
science and indigenous science, can occur simultaneously in a learning community.

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Ketersediaan

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Informasi Detail

Judul Seri

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No. Panggil

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Penerbit

Netherlands : Sense Publishers., 2013

Deskripsi Fisik

vi, 253 Hlm.

Bahasa

English

ISBN/ISSN

9789460913174

Klasifikasi

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Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PENDIDIKAN

Info Detail Spesifik

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