Abstract
In this forum, I extend Tao, Oliver, and Venville’s paper Chinese and Australian children’s understanding of the earth: a cross cultural study of conceptual development to discuss the different views on culture and cultural mediation. I tease out nuances in the viewpoints to suggest three ways to theoretically frame studies examining cultural mediation of students’ cognition. Specifically, cultural mediation may be attributed to innate psychological attributes, an accretion of cultural elements, or the social interaction process. Each of these ideas represents a theoretical lens and has implications for the research design of studies relating cultural mediation to cognition. In the final section of this forum paper, I show how a study conducted from the symbolic interactionist viewpoint underscoring cultural mediation as a social interaction process might unfold.
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Lead Editor: Aik Ling Tan
This Forum paper responds to issues raised in Tao, Oliver, and Venville (2012). Chinese and Australian children’s understandings of the Earth: A cross cultural study of conceptual development. doi:10.1007/s11422-012-9415-1.
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Teo, T.W. Different perspectives of cultural mediation: implications for the research design on studies examining its effect on students’ cognition. Cult Stud of Sci Educ 8, 295–305 (2013). https://doi.org/10.1007/s11422-012-9437-8
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DOI: https://doi.org/10.1007/s11422-012-9437-8