From witnessing to recording – material objects and the epistemic configuration of science classes

Roehl, Tobias

doi:10.1080/14681366.2012.649415

Cited by 24 publications

(13 citation statements)

References 24 publications

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“…Additionally, research points to the educational efficacy of scientific objects. Tangible scientific objects have been shown to increase learners' motivation (Cook et al 2014), suggest lines of inquiry (Kreuzer & Dreesmann, 2016), and make scientific processes visible (Roehl, 2012). Accordingly, the macroscopic fossils of palaeontology with their often strong visual cues seem especially well suited for educational purposes.…”

Section: Educational Significance Of Exemplars In Palaeontologymentioning

confidence: 99%

The potential of palaeontology for science education

Estrup

Achiam

2019

NorDiNa

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Science education frequently portrays science as a monolithic and experimental endeavour. Here, we argue that to counteract this simplistic conception of science, a reintroduction of the historically oriented sciences is in order. To this end, we analyse the discipline of palaeontology and its educational relevance. Using Kuhn's disciplinary matrix, we deconstruct palaeontology into elements for educational purposes, and subsequently examine how these elements can be utilised to enrich contemporary science curricula. We conclude by discussing how including palaeontology in science education encourages diversity, pluralism, and ultimately, public interest in science.in schools, teacher professional development, and in out-of-school environments. We conclude by discussing the implications of a reintroduction of palaeontology for increased inclusion in science education. The intended readership of this text includes not just science teachers, whom we hope will be inspired by the richness of palaeontology and the historical sciences, but also out-of-school science educators, teacher trainers and curriculum developers at the national level.

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Section: Educational Significance Of Exemplars In Palaeontologymentioning

confidence: 99%

The potential of palaeontology for science education

Estrup

Achiam

2019

NorDiNa

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“…In order to describe and grasp these everyday school events, several educational scholars like Nespor (1994), Sørensen (2009), Nohl (2011) and Roehl (2012a;Roehl 2012b) have taken a sociomaterial stance and consider school education as inherently social and material. Starting from the idea that human acting is inevitably also interacting with nonhumans or materials, Nespor (1994) shifts focus from individuals and groups in face-to-face interaction to question how activities within higher education programs are organized across time and space and how organizations of time and space are produced in educational practices.…”

Section: Life Of Schoolmentioning

confidence: 99%

School stuff: a pedagogical regime of enunciation?

Buverie

Simons

2016

Pedagogy, Culture & Society

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A large amount of ethnographic research is conducted in schools. Yet, little is known about the particularity of the school, about what makes the school as a school different from other (learning) environments. As school ethnographies focus primarily on the perspectives and interpretations of pupils and teachers, the school itself -as it happens on a daily basis -remains largely ignored. Drawing on ethnographic research within six Flemish secondary schools, the particularity of the school is examined through its possible regime of enunciation. By focussing on both sociomaterial and discursive elements within school practices, we look for markers which point at a specific pedagogical regime of enunciation within these practices. Attention is then paid to the manner of speech, to the elements at stake when sayings occur, to the knitting together of objects, time(s) and space(s) as they are enacted through and as part of practices at school.

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“…Roehl () considers the organising effect of material objects such as Bunsen burners, beakers, flasks and periodic tables, indigenous to and historically enclosed within the science classroom, as signifiers that order and preordain the social behaviour of its inhabitants, and the embodied practice of science learners, and distinguish the science classroom as a ‘special field’ dissimilar to other regions of the school. At Langley however, the signification of science through the material configuration of the traditional science classroom is challenged and deconstructed, where scientific artefacts are made intentionally diasporic and distributed across myriad communal and often unexpected points of the school building—locations that may be both intentionally (by teachers) and incidentally (by students) co‐opted as sites of teaching and learning.…”

Section: Nomadic Objects: Redefining the Teaching And Learning Spacementioning

confidence: 99%

Science engagement at the museum school: teacher perspectives on the contribution of museum pedagogy to science teaching

Watermeyer

2015

British Educational Res J

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This paper explores the accounts of science teachers working within the UK's only 'museum school' and what they perceive as the benefits and shortcomings of 'museum pedagogy' as a process of object-based teaching (and learning). Museum pedagogy is in this context considered for its potential in harmonising informal and formal approaches to science education. Discussion focuses on teachers' use of cultural artefacts as a pedagogical strategy intended both to ignite the imagination and enthusiasm of learners in science and harmonise their social and scientific worlds. Museum pedagogy is concurrently considered for the extent to which it ameliorates teachers' relational proximity and instructional fluency with their students and enhances their performance as role models and stewards in science.

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From witnessing to recording – material objects and the epistemic configuration of science classes

Cited by 24 publications

References 24 publications

The potential of palaeontology for science education

The potential of palaeontology for science education

School stuff: a pedagogical regime of enunciation?

Science engagement at the museum school: teacher perspectives on the contribution of museum pedagogy to science teaching

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