Articulating communities: Sociocultural perspectives on science education

A contextualized and iterative inquiry framework for competency emergence in high school physics

“…RMET was closely associated with CC, reflecting that reflection and metacognition often develop through peer interaction and collaborative problem-solving. This observation aligns with sociocultural perspectives on learning, which emphasize the role of interaction and dialogue in supporting metacognitive development [10,11], and with research suggesting that higher-order competencies require extended time and sustained instructional support to mature [12].…”

“…This suggests that effective competency development benefits from intentional shifts in instructional emphasis rather than from uniform reinforcement of all competencies throughout the learning process. The observed phase-dependent competency profiles extend earlier work on scaffolded inquiry by illustrating how shifts in instructional emphasis can differentially support foundational and higher-order competencies within a single physics unit [6,10]. These findings provide direct guidance for classroom practice: teachers can sequence tasks to progressively scaffold competencies, use structured prompts to guide reflection, and clearly define collaborative roles to enhance peer learning and higher-order skill development.…”

A contextualized and iterative inquiry framework for competency emergence in high school physics

“…RMET was closely associated with CC, reflecting that reflection and metacognition often develop through peer interaction and collaborative problem-solving. This observation aligns with sociocultural perspectives on learning, which emphasize the role of interaction and dialogue in supporting metacognitive development [10,11], and with research suggesting that higher-order competencies require extended time and sustained instructional support to mature [12].…”

“…This suggests that effective competency development benefits from intentional shifts in instructional emphasis rather than from uniform reinforcement of all competencies throughout the learning process. The observed phase-dependent competency profiles extend earlier work on scaffolded inquiry by illustrating how shifts in instructional emphasis can differentially support foundational and higher-order competencies within a single physics unit [6,10]. These findings provide direct guidance for classroom practice: teachers can sequence tasks to progressively scaffold competencies, use structured prompts to guide reflection, and clearly define collaborative roles to enhance peer learning and higher-order skill development.…”

Cross Curricular Science in Elementary Schools in Greece - The Curriculum Factor

“…They are those that usually stress the need for active citizenship in dealing with challenges such as the environment, science ethics, or other topics as sound pollution. This is compatible with the research findings (Lemke, 2001;Gresch & Martens, 2019).…”

“…There were limited units that referred to science, mostly focusing on environmental issues and the importance of science in everyday life. The research findings seem to be justified in this case too (Lemke, 2001;Gresch & Martens, 2019).…”

Science Teachers' Conceptions of Science: An Analysis at the Intersection of Nature of Science and Culturally Relevant Science Teaching

“…One element of continued importance in the NOS literature is the idea that science is "socially and culturally embedded" (Lederman et al, 2002, p. 499). This aspect of the NOS literature aligns with a sociocultural perspective on science education, which envisions scientific studies as inextricably linked to social organization and occurring within institutional and cultural frameworks (Lemke, 2001;Villegas & Lucas, 2002). While related to the NOS, the sociocultural perspective extends the sociological conceptions of science in important directions.…”

A contextualized and iterative inquiry framework for competency emergence in high school physics

“…RMET was closely associated with CC, reflecting that reflection and metacognition often develop through peer interaction and collaborative problem-solving. This observation aligns with sociocultural perspectives on learning, which emphasize the role of interaction and dialogue in supporting metacognitive development [10,11], and with research suggesting that higher-order competencies require extended time and sustained instructional support to mature [12].…”

“…This suggests that effective competency development benefits from intentional shifts in instructional emphasis rather than from uniform reinforcement of all competencies throughout the learning process. The observed phase-dependent competency profiles extend earlier work on scaffolded inquiry by illustrating how shifts in instructional emphasis can differentially support foundational and higher-order competencies within a single physics unit [6,10]. These findings provide direct guidance for classroom practice: teachers can sequence tasks to progressively scaffold competencies, use structured prompts to guide reflection, and clearly define collaborative roles to enhance peer learning and higher-order skill development.…”

Cross Curricular Science in Elementary Schools in Greece - The Curriculum Factor

“…They are those that usually stress the need for active citizenship in dealing with challenges such as the environment, science ethics, or other topics as sound pollution. This is compatible with the research findings (Lemke, 2001;Gresch & Martens, 2019).…”

“…There were limited units that referred to science, mostly focusing on environmental issues and the importance of science in everyday life. The research findings seem to be justified in this case too (Lemke, 2001;Gresch & Martens, 2019).…”

Science Teachers' Conceptions of Science: An Analysis at the Intersection of Nature of Science and Culturally Relevant Science Teaching

“…One element of continued importance in the NOS literature is the idea that science is "socially and culturally embedded" (Lederman et al, 2002, p. 499). This aspect of the NOS literature aligns with a sociocultural perspective on science education, which envisions scientific studies as inextricably linked to social organization and occurring within institutional and cultural frameworks (Lemke, 2001;Villegas & Lucas, 2002). While related to the NOS, the sociocultural perspective extends the sociological conceptions of science in important directions.…”

A contextualized and iterative inquiry framework for competency emergence in high school physics

“…RMET was closely associated with CC, reflecting that reflection and metacognition often develop through peer interaction and collaborative problem-solving. This observation aligns with sociocultural perspectives on learning, which emphasize the role of interaction and dialogue in supporting metacognitive development [10,11], and with research suggesting that higher-order competencies require extended time and sustained instructional support to mature [12].…”

“…This suggests that effective competency development benefits from intentional shifts in instructional emphasis rather than from uniform reinforcement of all competencies throughout the learning process. The observed phase-dependent competency profiles extend earlier work on scaffolded inquiry by illustrating how shifts in instructional emphasis can differentially support foundational and higher-order competencies within a single physics unit [6,10]. These findings provide direct guidance for classroom practice: teachers can sequence tasks to progressively scaffold competencies, use structured prompts to guide reflection, and clearly define collaborative roles to enhance peer learning and higher-order skill development.…”

Cross Curricular Science in Elementary Schools in Greece - The Curriculum Factor

“…They are those that usually stress the need for active citizenship in dealing with challenges such as the environment, science ethics, or other topics as sound pollution. This is compatible with the research findings (Lemke, 2001;Gresch & Martens, 2019).…”

“…There were limited units that referred to science, mostly focusing on environmental issues and the importance of science in everyday life. The research findings seem to be justified in this case too (Lemke, 2001;Gresch & Martens, 2019).…”

Science Teachers' Conceptions of Science: An Analysis at the Intersection of Nature of Science and Culturally Relevant Science Teaching

“…One element of continued importance in the NOS literature is the idea that science is "socially and culturally embedded" (Lederman et al, 2002, p. 499). This aspect of the NOS literature aligns with a sociocultural perspective on science education, which envisions scientific studies as inextricably linked to social organization and occurring within institutional and cultural frameworks (Lemke, 2001;Villegas & Lucas, 2002). While related to the NOS, the sociocultural perspective extends the sociological conceptions of science in important directions.…”