Methodological considerations for studying science-in-the-making in educational settings

Abstract

In this paper we explore the methodological implications of sociocultural approaches for the study of scientific knowledge and practices. Research in science studies and science education is reviewed with a focus on methodological considerations. Informed by empirically-based studies of scientific practices from multiple disciplinary perspectives, we describe our perspective for investigating science education which combines ethnography and discourse analysis. This theoretical position on the discursive nature of the social construction of school science-in-themaking forms the basis for theoretical and methodological critique and discussion. We provide a review of the history of nature of science (NOS) research to trace the methodological influence of Science and Technology Studies in science education. Four methodological issues associated with studying science as cultural practices are discussed: the local and contingent nature of situated definitions of science; theory dependence and coherence of research methodologies; attention to the study of school science-in-the-making; and reflexivity.The purpose of this paper is to consider the methodological implications of and for sociocultural approaches to the study of scientific knowledge. We consider these methodological implications through a three-part analysis. First, we describe the particular sociocultural perspective informing our work, drawing from multidisciplinary perspectives on science, education, and science education. This description forms the basis from which we consider methodological changes and issues in science education. Second, as an example of a research program in science education, we review the history of nature of science (NOS) research since this scholarship is typically concerned with issues related to the inner workings and final products of scientific communities. Through this review we trace the methodological influence of Science and Technology Studies in science education. This review suggests that socioculmral perspectives from varied, but theoretically consistent, methodoloNes offer new insights into the practices constituting school science. Third, we explore four methodological issues from an emerging set of studies focused on the interactionally accomplished nature of science in schools. Framing Our Approach to Science and Education A Sociocultural Perspective in (School) Science StudiesScience and Technology Studies encompass a wide variety of methodological orientations, informed by many disciplines. 1 In order to frame our arguments about research methodology and to give the reader a basis for the analysis we present, we describe in some detail our theoretical orientation. While our perspective, informed by both sociolinguistics and ethnography as well as Science and Technology Studies, is described in detail elsewhere (Kelly, Carlsen, & Cunningham, 1993; Kelly, Crawford, & Green, submitted; Kelly & Green, in press), we present a set of premises 24 KELLY, CHEN AND CRAWFORD and three illustrative examples of Science ...

Understanding students' practical epistemologies and their influence on learning through inquiry

“…Kelly in particular has argued that the focus of research should be on students' sensemaking practices, either through traditional or inquiry-oriented instruction (Kelly, Chen, & Crawford, 1998;Kelly & Duschl, 2002). Certainly, the development of certain practices that can be labeled as scientific is a main goal of recent reforms.…”

Characterisation of the Context-Dependence of the Gene Concept in Research Articles

“…Hirst (1974) wrote that learning a new concept is about using it, not about learning true conceptual relationships: BLearning a concept is like learning to play tennis, not like learning to state the rules and principles that govern play^(p. 125). This strengthens the argument for inquiry-based learning, not because it will necessarily produce better written test outcomes, but because it considers the empirical fact that concepts gain and change meaning through use, which is also true for science students (Lemke 1990;Kelly et al 1998;Wickman and Östman 2002a). An example from higher education is how Kelly et al (2000) showed how college students in an oceanography class productively learned epistemology and conceptual subject matter through practice alongside scientists, rather than through stipulated definitions.…”

Desafíos planteados por las actividades abiertas de indagación en el laboratorio: articulación de conocimientos teóricos y prácticos en las prácticas científicas

“…En esta perspectiva el aprendizaje se entiende como un proceso cultural y discursivo (Leach y Scott, 2003). Los procesos discursivos se consideran como herramientas culturales utilizadas por los miembros de una comunidad determinada para construir el conocimiento (Kelly, Chen y Crawford, 1998).…”