Advertisement

Conceptualizations of Context in Science Education Research: Implications for Equity

Chapter
Part of the Cultural Studies of Science Education book series (CSSE, volume 5)

Abstract

Context is commonly equated to the setting in which events take place. Researchers often capture this place in their descriptions of participants, physical surroundings, and artifacts relevant to the phenomenon under investigation. In this chapter, context is treated as part of the researched phenomena. The first treatment of context considers factors internal and external to the individual. This conceptualization of context is illustrated via research on middle school science teachers’ views about students in relation to their life experiences situated within the sociopolitical milieux of the societies in which they occurred. Fields, sites that are separated both temporally and spatially constitute the second conceptualization of context. Fields have resources that promote structure; agency within a field enables access to and appropriation of these resources. Social life within a field is mediated by a dialectical relationship between agency and structure and this second view of context examines this relationship by way of cogenerative dialogues (Roth et al., Learn Environ Res 5(1):1–28, 2002). Cogenerative dialogues (or cogens) are fields within which participants engage in critical reflection by making meaning of shared experiences through multiple understandings and opportunities.

Keywords

Science Classroom African American Student Science Education Research Cogenerative Dialogue Develop Sense 
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. Bayne, G. (2009). Cogenerative dialogues: The creation of interstitial culture in the New York metropolis. In W.-M. Roth & K. Tobin (Eds.), World of science education: North America (pp. 513–527). Rotterdam: Sense.Google Scholar
  2. Bhabha, H. (1994). The location of culture. New York: Routledge.Google Scholar
  3. Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). New York: Greenwood Press.Google Scholar
  4. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Boston: Harvard University Press.Google Scholar
  5. Cole, M. (1996). Cultural psychology: A once and future discipline. Boston: The Belknap Press of Harvard University Press.Google Scholar
  6. Furberg, A., & Arnseth, H. A. (2009). The importance of socio-cultural context for understanding students’ meaning making in the study of genetics. Cultural Studies of Science Education, 4(1), 211–219.CrossRefGoogle Scholar
  7. Luehmann, A. (2009). Accessing resources for identity development by urban students and teachers: Foregrounding context. Cultural Studies of Science Education, 4(1), 51–66.CrossRefGoogle Scholar
  8. Roth, W.-M. (2005). Doing qualitative research: Praxis of method. Rotterdam: Sense.Google Scholar
  9. Roth, W.-M., Tobin, K., & Zimmermann, A. (2002). Coteaching/cogenerative dialoging: Learning environments research as classroom praxis. Learning Environments Research, 5(1), 1–28.CrossRefGoogle Scholar
  10. Sewell, W. H. (1992). A theory of structure: Duality, agency, and transformation. The American Journal of Sociology, 98, 1–29.CrossRefGoogle Scholar
  11. Sewell, W. H. (1999). The concept(s) of culture. In V. E. Bonnell & L. Hunt (Eds.), Beyond the cultural turn: New directions in the study of society and culture (pp. 35–61). Berkeley: University of California Press.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.Science EducationThe University of North Carolina at Chapel HillChapel HillUSA
  2. 2.Science Education, Lehman CollegeCity University of New YorkBronxUSA

Personalised recommendations