Diversifying instruction and shifting authority: A cultural historical activity theory (CHAT) analysis of classroom participant structures

Patchen, Terri; Smithenry, Dennis W.

doi:10.1002/tea.21140

Cited by 31 publications

(26 citation statements)

References 74 publications

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“…Figure 1 (from Engestrom [48]) shows an AT triangle where the lines represent the interconnected elements that form the activity system. The subjects and objects (or objectives) of the activity system create the dynamic interplay that is central to AT analysis [49]. While both the subject and object can influence other aspects of the activity system, the subject is unique due to its needs and actions.…”

Section: Applying An Activity Theoretic Frameworkmentioning

confidence: 99%

Characterizing pedagogical practices of university physics students in informal learning environments

Hinko

Madigan

Miller

et al. 2016

Phys. Rev. Phys. Educ. Res.

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educators (UEs) have a long history of teaching physics not only in formal classroom settings but also in informal outreach environments. The pedagogical practices of UEs in informal physics teaching have not been widely studied, and they may provide insight into formal practices and preparation. We investigate the interactions between UEs and children in an afterschool physics program facilitated by university physics students from the University of Colorado Boulder. In this program, physics undergraduates, graduate students, and postdoctoral researchers work with K-8 children on hands-on physics activities on a weekly basis over the course of a semester. We use an activity theoretic framework as a tool to examine situational aspects of individuals' behavior in the complex structure of the afterschool program. Using this framework, we analyze video of UE-child interactions and identify three main pedagogical modalities that UEs display during activities: instruction, consultation, and participation modes. These modes are characterized by certain language, physical location, and objectives that establish differences in UE-child roles and division of labor. Based on this analysis, we discuss implications for promoting pedagogical strategies through purposeful curriculum development and university educator preparation.

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Section: Applying An Activity Theoretic Frameworkmentioning

confidence: 99%

Characterizing pedagogical practices of university physics students in informal learning environments

Hinko

Madigan

Miller

et al. 2016

Phys. Rev. Phys. Educ. Res.

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show abstract

“…Mediating artefacts, as defined by Patchen and Smithenry (2014) in their analysis of classroom participation structures using cultural historical activity theory, offer transformative possibilities for classroom learning. This is particularly relevant because using videos has increased in schools as digital resources have become more accessible (Leask & Pachler, 2013).…”

Section: Introductionmentioning

confidence: 99%

Video as a mediating artefact of science learning: cogenerated views of what helps students learn from watching video

Higgins

Moeed

Eden

2018

Asia Pac. Sci. Educ.

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Abstract"Doing" science in the form of practical work is one pedagogical approach to learning science alongside others such as talking science, writing science, reading science and representing science. However, scientific ideas cannot always be illustrated through practical work or field trips, therefore, different kinds of activities are needed to represent these ideas. This study focused on the power of cogenerative dialogues for teachers to learn about their students and their video preferences for learning science in a secondary science classroom. The analysis of the use of video as a mediating artefact drew on an interpretive approach framed as authentic participant-centered inquiry and employed multiple theoretical frameworks to generate perspectives on the affordances and constraints of learning from video. Through a cogenerative dialogue intervention we found that video could afford the learning of scientific ideas, however, some videographic features were distracting to students and constrained their learning. We argue that video clips as cultural artefacts are inscribed with emotion that structures students' opportunities to engage with scientific ideas. However, to accept the authoritative information presented in videos as facts uncritically was a missed opportunity to shape students' epistemological understanding that scientific knowledge is evidence-based and subject to critique. The implications for designing pedagogical approaches that encourage a critical stance to explore the ongoing social construction and communication of scientific ideas are discussed.

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“…Without the expertise of scientists, there is a risk that science education would contribute to misrepresentations of what would be culturally authentic to practices of the science community. However, teachers can design culturally authentic school activities by emphasising abilities commonly valued by the science community such as, for example, abilities to reason about explanations, claims, and evidence, critical examination of scientific work as well as collaboration (Kang et al, 2014;Kind, 2013b;Kloser, 2013;Patchen & Smithenry, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, this should be a part of science classroom activities. Patchen and Smithenry (2014), on the other hand, describe more socially interactive activities of collaborating, communicating, and critiquing as being characteristic of authentic science.…”

Section: Authentic As Comparable With the Practices Of Professional Smentioning

confidence: 99%

In Pursuit of Authenticity in Science Education

Anker-Hansen¹,

Andrée²

2019

NorDiNa

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This article presents a systematic review of how authenticity is used in science education research and discusses the implications these uses have for the design of science education classroom practices. Authenticity has been discussed in education for decades. However, the authenticity of science education not only concerns the design of educational activities, but also the content of what is being taught. This article reviews research articles published in 2013 and 2014, in the three highest ranking journals in science education, regarding how authenticity is framed in science education. The findings suggest that the uses vary greatly from referring to externally defined practices to student relevance. The findings are discussed with the notions of cultural and personal authenticity to suggest important aspects involved with designing science classroom activities authentic to the different references. Based on the review, we have developed a strategy for balancing authenticity in science education classroom practices between cultural and personal authenticity.PhD Jens Anker-Hansen, former PhD-student at the Department of mathematics and science education at Stockholm University. He currently works at the Swedish national Agency for Education with national tests in the science subjects and computerised testing.PhD Maria Andrée, Associate Professor (Docent) at the Department of mathematics and science education at Stockholm University. Her research focuses on cultural perspectives on science education and conditions for students' participation and learning, particularly in relation to questions of science curriculum, scientific literacy and citizenship.

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Diversifying instruction and shifting authority: A cultural historical activity theory (CHAT) analysis of classroom participant structures

Cited by 31 publications

References 74 publications

Characterizing pedagogical practices of university physics students in informal learning environments

Characterizing pedagogical practices of university physics students in informal learning environments

Video as a mediating artefact of science learning: cogenerated views of what helps students learn from watching video

In Pursuit of Authenticity in Science Education

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