Sökning: id:"swepub:oai:DiVA.org:kau-94178" >
What is the role of...
What is the role of the body in science education? A conversation between traditions
-
- Kersting, Magdalena (författare)
- University of Copenhagen, DNK,University of Oslo
-
- Amin, Tamer G (författare)
- American University of Beirut, LBN
-
- Euler, Elias (författare)
- Lund University,Lunds universitet,Nationellt Resurscentrum för Fysik,Fysiska institutionen,Institutioner vid LTH,Lunds Tekniska Högskola,National Resource Centre for Physics Education,Department of Physics,Departments at LTH,Faculty of Engineering, LTH,Colorado School of Mines
-
visa fler...
-
- Gregorcic, Bor, doc. dr. (författare)
- Uppsala universitet,Uppsala University,Fysikundervisningens didaktik
-
- Haglund, Jesper, 1973- (författare)
- Karlstad University,Karlstads universitet,Institutionen för ingenjörsvetenskap och fysik (from 2013),Science, Mathematics and Engineering Education Research (SMEER),SMEER
-
- Kondrup Hardahl, Liv (författare)
- University College Absalon, DNK
-
- Steier, Rolf (författare)
- Oslo Metropolitan University, NOR
-
visa färre...
-
(creator_code:org_t)
- 2023
- 2023
- Engelska.
-
Ingår i: Science & Education. - : Springer. - 0926-7220 .- 1573-1901.
- Relaterad länk:
-
https://doi.org/10.1...
-
visa fler...
-
https://kau.diva-por... (primary) (Raw object)
-
http://dx.doi.org/10... (free)
-
https://urn.kb.se/re...
-
https://doi.org/10.1...
-
https://lup.lub.lu.s...
-
https://urn.kb.se/re...
-
visa färre...
Abstract
Ämnesord
Stäng
- Bodily engagement with the material and sociocultural world is ubiquitous in doing and learning science. However, science education researchers have often tended to emphasize the disembodied and nonmaterial aspects of science learning, thereby overlooking the crucial role of the body in meaning-making processes. While in recent years we have seen a turn towards embracing embodied perspectives, there persist considerable theoretical and methodological differences within research on embodiment in science education that hamper productive discourse. What is needed is a careful examination of how different traditions and disciplines, among them philosophy, social semiotics, and cognitive science, bear on embodiment in science education research. This paper aims to explore and articulate the differences and convergences of embodied perspectives in science education research in the form of a dialogue between three fictitious personas that stand for the cognitive, social-interactionist, and phenomenological research traditions. By bringing these traditions into dialogue, we aim to better position the role of the body in the science education research landscape. In doing so, we take essential steps towards unifying terminology across different research traditions and further exploring the implications of embodiment for science education research.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Didaktik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Didactics (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences (hsv//eng)
- NATURVETENSKAP -- Fysik -- Annan fysik (hsv//swe)
- NATURAL SCIENCES -- Physical Sciences -- Other Physics Topics (hsv//eng)
Nyckelord
- Physics
- Fysik
- Physics with specialization in Physics Education
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
Hitta via bibliotek
Till lärosätets databas