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Cultural Studies of Science Education

Material Practice and Materiality: Too Long Ignored in Science Education

Editors: Milne, Catherine, Scantlebury, Kathryn (Eds.)

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  • Challenges science educators to understand that when matter and materiality are ignored, they are failing to capture the richness of learning
  • Explores how post humanistic theories provide unique insights into the teaching and learning of science
  • Examines the role of matter and materiality across education levels and through different topics
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eBook 83,29 €
price for India (gross)
  • ISBN 978-3-030-01974-7
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Hardcover 99,99 €
price for India (gross)
  • ISBN 978-3-030-01973-0
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  • Usually dispatched within 3 to 5 business days.
About this book

In this book various scholars explore the material in science and science education and its role in scientific practice, such as those practices that are key to the curriculum focuses of science education programs in a number of countries.

As a construct, culture can be understood as material and social practice. This definition is useful for informing researchers' nuanced explorations of the nature of science and inclusive decisions about the practice of science education (Sewell, 1999). As fields of material social practice and worlds of meaning, cultures are contradictory, contested, and weakly bounded. The notion of culture as material social practices leads researchers to accept that material practice is as important as conceptual development (social practice).

However, in education and science education there is a tendency to ignore material practice and to focus on social practice with language as the arbiter of such social practice. Often material practice, such as those associated with scientific instruments and other apparatus, is ignored with instruments understood as "inscription devices", conduits for language rather than sources of material culture in which scientists share “material other than words” (Baird, 2004, p. 7) when they communicate new knowledge and realities. While we do not ignore the role of language in science, we agree with Barad (2003) that perhaps language has too much power and with that power there seems a concomitant loss of interest in exploring how matter and machines (instruments) contribute to both ontology and epistemology in science and science education. 

Table of contents (17 chapters)

Table of contents (17 chapters)
  • Introduction: Bringing Matter into Science Education

    Pages 1-5

    Scantlebury, Kathryn (et al.)

  • The Materiality of Scientific Instruments and Why It Might Matter to Science Education

    Pages 9-23

    Milne, Catherine

  • The Materiality of Materials and Artefacts Used in Science Classrooms

    Pages 25-37

    Otrel-Cass, Kathrin (et al.)

  • Using Spacetimemattering to Engage Science Education with Matter and Material Feminism

    Pages 39-50

    Scantlebury, Kathryn (et al.)

  • The Ethical and Sociopolitical Potential of New Materialisms for Science Education

    Pages 51-64

    Kayumova, Shakhnoza (et al.)

Buy this book

eBook 83,29 €
price for India (gross)
  • ISBN 978-3-030-01974-7
  • Digitally watermarked, DRM-free
  • Included format: PDF, EPUB
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover 99,99 €
price for India (gross)
  • ISBN 978-3-030-01973-0
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
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Bibliographic Information

Bibliographic Information
Book Title
Material Practice and Materiality: Too Long Ignored in Science Education
Editors
  • Catherine Milne
  • Kathryn Scantlebury
Series Title
Cultural Studies of Science Education
Series Volume
18
Copyright
2019
Publisher
Springer International Publishing
Copyright Holder
Springer Nature Switzerland AG
eBook ISBN
978-3-030-01974-7
DOI
10.1007/978-3-030-01974-7
Hardcover ISBN
978-3-030-01973-0
Series ISSN
1879-7229
Edition Number
1
Number of Pages
VIII, 252
Number of Illustrations
69 b/w illustrations
Topics