How Does She Know? Re-visioning Conceptual Change from Feminist Research Perspectives

  • Kathryn Scantlebury
  • Sonya Martin
Chapter
Part of the Cultural Studies of Science Education book series (CSSE, volume 2)

Abstract

A feminist re-visioning of psychological and social perspectives on conceptions and conceptual change raises interesting issues and challenges. A psychological perspective to conceptual change proposes that learners develop a knowledge of the world through their experiences, yet feminist research in science education has shown how gendered those experiences can be. We take gender to be a social construction and other social categories such as race, ethnicity, class, religion and language also influence that construction. Building from the feminist slogan “the personal is political” we articulate in this chapter the research on gender issues in conceptual change and use feminist psychological and sociological theories to propose future directions for conceptual change research in science education.

Keywords

Science Education Conceptual Change Feminist Theory Power Differential Feminist Movement 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Abell, S.K., & Lederman, N.G. (2007). Handbook of research on science education. New York: Routledge.Google Scholar
  2. Bunce, D., & Gabel, D. (2002). Differential effects on the achievement of males and females of teaching the particulate nature of chemistry. Journal of Research in Science Teaching , 39, 911–927.CrossRefGoogle Scholar
  3. Code, L. (1990). What can she know? Feminist theory and the construction of knowledge. Ithaca, NY: Cornell University Press.Google Scholar
  4. Fraser, N. (2007). Mapping the feministGender feminism imagination from redistribution to recognition to representation. In J. Browne (Ed.), The future of genderGender (pp. 17–34). Cambridge: Cambridge University Press.Google Scholar
  5. Fraser, B., & Tobin, K. (Eds.). (1998). International handbook of science education. Dordrecht, The Netherlands: Kluwer Academic Publishers.Google Scholar
  6. Lather, P. (1991). Getting smart: Feminist research and pedagogyPedagogy with/in post modern. New York: Routledge.Google Scholar
  7. Roth, W.-M. (2008). A question of competing paradigms? Cultural Studies of Science Education, 3, 373–385.CrossRefGoogle Scholar
  8. Roth, W.-M., & Middleton, D. (2006). Knowing what you tell, telling what you know: Uncertainty and asymmetries of meaningMeaning in interpreting graphical data. Cultural Studies of Science Education , 1, 11–81.CrossRefGoogle Scholar
  9. Smith, D. (1990). The conceptual practicesPractice of powerPower. A feministGender feminism sociology of knowledge. Boston, MA: Northeastern University Press.Google Scholar
  10. Sprague, J. (2005). Feminist methodologies for critical researchers: Bridging differences. New York: Altamira Press.Google Scholar
  11. Yenilmez, A., & Tekkay, C. (2006). Enhancing students’ understanding of photosynthesis and respiration in plant through conceptual change approach. Journal of Science Education and Technology , 15, 81–87.CrossRefGoogle Scholar

Copyright information

© Springer Science + Business Media B.V. 2010

Authors and Affiliations

  • Kathryn Scantlebury
    • 1
  • Sonya Martin
    • 2
  1. 1.University of DelawareDelawareUSA
  2. 2.Drexel UniversityPhiladelphiaUSA

Personalised recommendations