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What More in/for Science Education

An Ethnomethodological Perspective

  • Book
  • © 2013

Overview

Authors:
  1. Wolff-Michael Roth

    1. University of Victoria, Victoria, Canada

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  • Written by experts, Gives a modern approach, Comprehensive in Scope

Part of the book series: New Directions in Mathematics and Science Education (NDMS, volume 1)

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Table of contents (10 chapters)

  1. Front Matter

    Pages i-xiv
    Download chapter PDF

  2. Epigraph

    • Wolff-Michael Roth
    Pages 1-1

  3. Ethnomethodology in/for Science Education

    • Wolff-Michael Roth
    Pages 3-24

  4. Glosses and Glossing Practices

    • Wolff-Michael Roth
    Pages 25-40

  5. The Work of Doing a Change of Plans

    • Wolff-Michael Roth
    Pages 41-64

  6. Endogenous Production of Order in Science Lessons

    • Wolff-Michael Roth
    Pages 65-88

  7. In the Midst of the Thickets

    • Wolff-Michael Roth
    Pages 89-104

  8. Knowledge and (Institutional) Power

    • Wolff-Michael Roth
    Pages 105-119

  9. The Actor’s Point of View

    • Wolff-Michael Roth
    Pages 121-135

  10. Planned, Enacted, & Living Science Curriculum

    • Wolff-Michael Roth
    Pages 137-154

  11. So What (More) Is in It for Science Education?

    • Wolff-Michael Roth
    Pages 155-159

  12. Back Matter

    Pages 161-180
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Keywords

About this book

What more is there in and for science education to do in terms of researching science lessons? A lot, the author suggests, if research turns away from studying science education extracting social facts using special methods, which journal articles require to state, to studying the work and methods by means of which participants themselves create their structured world of science lessons. This book presents, with concrete materials from an inquiry-oriented physics course, a way of doing science education research that radically differs from existing approaches. This book articulates this approach for a science education audience, where this approach is by and large unknown, and where the primary literature is often experienced as impenetrable and as requiring years of work to gain entry. Consistent with this different approach, those materials are used that constitute the way in which the refl exive production of social order is observed by the actors (teachers, students) themselves.

Authors and Affiliations

  • University of Victoria, Victoria, Canada

    Wolff-Michael Roth

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