Science activities at home

• Learning takes place in a sociocultural context, situation, culture and communication are of great importance (Vygotskij, 1978; Lemke, 2001; Dysthe, 2003; Lave & Wenger, 1991; Kelly, 2003; Jegede & Aikenhead, 1999; Säljö, 2003; Bernstein, 2000). To carry out science activities in a context strengthens learning and scientific literacy (Dewey, 1991). I assume therefore that it is important to study meanings and consequences of science activities at home (Solomon, 2003; Cardoso and Solomon 2002). My aim with this study is to use sociological tools derived from Bourdieu in the analyse to illuminate the meanings and consequences of the home as an area for learning science (Turmo, 2004). During spring I will provide a number of classes with simple science activities for the pupils to take home and carry out with their parents. At the end of June I will obtain my first preliminary results. Since my attempts are qualitative I have chosen three methods for my data collection; interviews, observations and video diaries.

Subject headings

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

Keyword

science education

socio-cultural perspective

Publication and Content Type

vet (subject category)

kon (subject category)