The science teacher as the organic link

Alexakos, Konstantinos

doi:10.1007/s11422-007-9058-9

Cited by 7 publications

(5 citation statements)

References 37 publications

(28 reference statements)

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“…Social bonds, as a phrase, has been mentioned by some science educators in studies of science teachers and physics students; however, such uses of this phrase are unrelated to Scheff's social bond theory and beyond the scope of this review (e.g., Alexakos, 2007;Alexakos et al, 2011;Oliviera et al, 2011). My focus is to discuss studies where social bonds are conceptualized based on Scheff's theory.…”

Section: Fields Of Research: Social Bonds and Knowledge Constructionmentioning

confidence: 99%

Science students' social bonds and knowledge construction

Bellocchi

2021

J Res Sci Teach

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Emerging research is beginning to explore the role of social bonds in science learning. In this study, I develop a novel conceptual framework extending recent science education research that has adopted Scheff's social bond theory in understanding science learning. I use microsociological methods to understand social bonds and knowledge construction as contemporaneous phenomena through analysis of interactional dynamics. Drawing on ethnomethodology and an interpretive paradigm, I analyze multiple data sources including video recordings of group interactions, social bond diaries, reflective discussions, and social bond quizzes to understand how a student group cocreates science knowledge and how the same social practices co‐construct social bond status within the group. Complexity in the nature of trio's interactions highlights the need for researchers to produce holistic understandings of knowledge construction and social bonds. Implications for future research on social bonds and their role in science learning experiences are offered.

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Section: Fields Of Research: Social Bonds and Knowledge Constructionmentioning

confidence: 99%

Science students' social bonds and knowledge construction

Bellocchi

2021

J Res Sci Teach

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“…The organic link between these two elements has been established by some social groups, namely organic intellectuals, whose work is not at an economic level, but at an upper structural level (Woolcock, 1985;Burnham, 1991;Monasta, 1993;Raber, 2003;Alexakos, 2007). Each social class involved in economic production creates its own class of organic intellectuals, which is active not only in the economic field, but also in the social, political, cultural and ideological fields.…”

Section: Sarı Aksakalmentioning

confidence: 99%

Evolutional Analysis of the Concept of Hegemony within the Perspective of International Political Economy Theories

AKSAKAL

2022

Celal Bayar Üniversitesi Sosyal Bilimler Dergisi

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Over the past few decades, the international political economy has attained itself particular independence within the wider discipline of international relations step by step. The endeavors to figure out the determiners of the radical changes taking place in the world economy since the early 1970s have placed several special theoretical concepts in the focus of interest which directly associates with the international political economy. The concept of hegemony is one of them. Today, hegemony is one of the most discussed subject matters. Antonio Gramsci was an Italian Marxist intellectual, theoretician and politician who developed the concept of hegemony in the Prison Notebooks. Gramsci's writings made incontrovertible contributions to the understanding of hegemony within the context of Marxist thought and philosophy. However, in the historical process, lots of views and theories have been put forward regarding the concept of hegemony. Thus, the application of the concept in international political economy is widely contested and necessitates disambiguation. From this point of view, we have tried to analyze how the concept was handled by theorists belonging to different schools of thought in the international political economy literature. In all these respects, this article takes its point of departure in the multiplicity of characterizations of the concept of hegemony and fastens on elucidating a certain strand of conceptualising hegemony more closely.

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“…"Imitation," shared attention, and empathy are the three skills seen as the foundation to human learning, with social interactions being viewed as essential. Similarly, within the sociology of science education, the first author has argued (Alexakos 2007) that learning is organic and cultural in that it is agentic, active as well as passive, in its production and creation, and it is framed and mediated by emotions, behaviors, habits, and interests. Scientific knowledge, reasoning, and practices in general are seen as distributed (involve more than one individual) and take place in a collective within social context (Dunbar 2000).…”

Section: Togethernessmentioning

confidence: 99%

“…Through their interests, likes, choices, and the emotional attachment of and between the individuals and their fictive kinship groups, students learned from each other not only physics but the process of learning itself. Since social learning involves not only the "transmission" of the content to be learned but also includes the process of learning as framed and mediated by the individual interests and interactions, social learning emerges as an organic construct (Alexakos 2007). Also "transmitted" in such an organic process includes emotions, understandings, and what Michael Polanyi (1966) called tacit knowledge, knowledge which cannot easily be put into words or formalized.…”

Section: Fictive Kinship 865mentioning

confidence: 99%

Fictive kinship as it mediates learning, resiliency, perseverance, and social learning of inner-city high school students of color in a college physics class

Alexakos

Jones

Rodríguez³

2011

Cult Stud of Sci Educ

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In this hermeneutic study we explore how fictive kinship (kin-like close personal friendship) amongst high school students of color mediated their resiliency, perseverance, and success in a college physics class. These freely chosen, processual friendships were based on emotional and material support, motivation, and caring for each other, as well as trust, common interests, and goals. Such close bonds contributed in creating a safe and supportive emotional space and allowed for friendly, cooperative competition within the physics classroom. Friends became the role models, source of support, and motivation for the fictive kinship group as well as for each other, as the group became the role model, source of support, and motivation for the individuals in it. Because of their friendships with one another, physics talk was extended and made part of their personal interactions outside the classroom. These social relationships and safe spaces helped the students cope and persevere despite their initial conflicting expectations of their success in physics. Our research thus expands on the concept of social learning by exploring student friendships and how they frame and mediate such a process. Executive summaryΣτην παρούσα μελέτη διερευνούμε πώς οι σχέσεις στενής αδελφικής φιλίας μεταξύ μαθητών λυκείου συνετέλεσαν ώστε οι μαθητές αυτοί που παρακολουθούσαν ένα πανεπιστημιακό μάθημα φυσικής να αντέξουν τις δυσκολίες, να επιμείνουν στις προσπάθειες και τελικά να επιτύχουν στις επιδόσεις τους. Οι αδελφικοί φιλικοί δεσμοί

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The science teacher as the organic link

Cited by 7 publications

References 37 publications

Science students' social bonds and knowledge construction

Science students' social bonds and knowledge construction

Evolutional Analysis of the Concept of Hegemony within the Perspective of International Political Economy Theories

Fictive kinship as it mediates learning, resiliency, perseverance, and social learning of inner-city high school students of color in a college physics class

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