Time and temporality as mediators of science learning
Few studies have focused on understanding how teaching and learning in classrooms are mediated by other dimensions of the organizational systems of which education is an integral part. Our 7-year ethnographic study of an urban high school shows how time and temporality constitute key practical and t...
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| Veröffentlicht in: | Science education (Salem, Mass.) Mass.), 2008, Vol.92 (1), p.115-140 |
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| container_end_page | 140 |
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| container_title | Science education (Salem, Mass.) |
| container_volume | 92 |
| creator | Roth, Wolff-Michael Tobin, Kenneth Ritchie, Stephen M |
| description | Few studies have focused on understanding how teaching and learning in classrooms are mediated by other dimensions of the organizational systems of which education is an integral part. Our 7-year ethnographic study of an urban high school shows how time and temporality constitute key practical and theoretical resources to the actors in the cultural organization of schools, a product of transactions involving individuals and artifacts that traverse multiple cultural fields, each with its own distinctive structures. |
| doi_str_mv | 10.1002/sce.20238 |
| format | Article |
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| fulltext | fulltext |
| identifier | ISSN: 0036-8326 |
| ispartof | Science education (Salem, Mass.), 2008, Vol.92 (1), p.115-140 |
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| language | eng |
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| source | Wiley Online Library Journals Frontfile Complete; Education Source (EBSCOhost) |
| subjects | Anthropology Conflict Discourse analysis Educational Environment Ethnografie Ethnography Grievance procedures High Schools Institutional Characteristics Kultur Learning Lernen Longitudinal Studies Naturwissenschaften Organizational Change School organisation School Schedules Schule Schulorganisation Science Achievement Science education Science Instruction Science teachers Science teaching Secondary education Secondary school science Student Placement Teaching aids & devices Time factors (Learning) United States (Northeast) Urban Schools Zeit |
| title | Time and temporality as mediators of science learning |
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