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Multi-theoretic approaches to understanding the science classroom

Clarke, David, Xu, Li Hua, Arnold, Jenny, Seah, Lay Hoon, Hart, Christina, Tytler, Russell and Prain, Vaughan 2011, Multi-theoretic approaches to understanding the science classroom, in ESERA 2011 : Ebook Proceedings Of The ESERA 2011 Conference : Science learning and Citizenship, [European Science Education Research Association], [Lyon, France], pp. 1-15.

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Title Multi-theoretic approaches to understanding the science classroom
Author(s) Clarke, David
Xu, Li Hua
Arnold, Jenny
Seah, Lay Hoon
Hart, Christina
Tytler, Russell
Prain, Vaughan
Conference name European Science Education Research Association Biannual Conference (9th : 2011 : Lyon, France)
Conference location Lyon, France
Conference dates 5 - 9 Sep. 2011
Title of proceedings ESERA 2011 : Ebook Proceedings Of The ESERA 2011 Conference : Science learning and Citizenship
Editor(s) Bruguière, Catherine
Tiberghien, Andrée
Clément, Pierre
Publication date 2011
Conference series European Science Education Research Association Biannual Conference
Start page 1
End page 15
Total pages 15
Publisher [European Science Education Research Association]
Place of publication [Lyon, France]
Keyword(s) classroom research
multi-theoretic research design
science education
videobased research
Summary Multi-camera on-site video technology and post-lesson video stimulated interviews were used in a purposefully inclusive research design to generate a complex data set amenable to parallel analyses from several complementary theoretical perspectives. The symposium reports the results of parallel analyses employing positioning theory, systemic functional linguistics, distributed cognition and representational analysis of the same nine-lesson sequence in a single science classroom during the teaching of a single topic: States of Matter. Without contesting the coherence and value of a well-constructed mono-theoretic research study, the argument is made that all such studies present an inevitably partial account of a setting as complex as the science classroom: privileging some aspects and ignoring others. In this symposium, the first presentation examined the rationale for multi-theoretic research designs, highlighting the dangers of the circular amplification of those constructs predetermined by the choice of theory and outlining the intended benefits of multi-theoretic designs that offer less partial accounts of classroom practice. The second and third presentations reported the results of analyses of the same lesson sequence on the topic “states of matter” using the analytical perspectives of positioning theory and systemic functional linguistics. The final presentation reported the comparative analysis of student learning of density over the same three lessons from distributed cognition and representational perspectives. The research design promoted a form of reciprocal interrogation, where the analyses provided insights into classroom practice and the comparison of the analyses facilitated the reflexive interrogation of the selected theories, while also optimally anticipating the subsequent synthesis of the interpretive accounts generated by each analysis of the same setting for the purpose of informing instructional advocacy.
Notes Reproduced with the kind permission of the copyright owner.
Language eng
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2011, European Science Education Research Association
Persistent URL http://hdl.handle.net/10536/DRO/DU:30044970

Document type: Conference Paper
Collections: School of Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.