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| Titel: |
A reply to Roth |
| Auteur: |
Sherman, Wendy |
| Verschenen in: |
Canadian journal of science, mathematics and technology education |
| Paginering: | Jaargang 5 (2005) nr. 2 pagina's 199-207 |
| Jaar: |
2005-04 |
| Inhoud: |
This rejoinder focuses on two assessments that make up the central argument of Roth (2005): that my critique of 'situated studies' in science education (Sherman, 2004)—and the analytic literature it draws on—'confuses … normative analytic discourse and analytic method' in its lack of historical orientation; and that ethnomethodology does not go far enough in allowing us to 'change science education for the better.' Through careful consideration of our roles as researchers and informed by the literature on 'situated action,' I demonstrate that Roth (2005) is instead exemplary of how science education literature typically confuses the orientations of teaching with those of research-about-teaching. As I see it, my article and Roth's reply offer researchers a choice between descriptive assessments that aim to understand the work of classroom science as we find it on actual occasions and moral ones that are prescriptive for those who do the work. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 3 van 24 gevonden artikelen
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