TITLE

A Case Study of Elementary Science Teaching as Mediated Action: Transformations of Context, Meaning, and Action

AUTHOR(S)
Hayes, Michael T.
PUB. DATE
May 2002
SOURCE
Learning Environments Research;2002, Vol. 5 Issue 2, p167
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The research described in this article is a case study of a fifth grade teacher's (Melissa) efforts to construct a teaching and learning environment within her science teaching. Qualitative research methods were used to examine and analyze Melissa's science teaching practice. Drawing from socio-cultural theories, I argue that her teaching and learning environment was constructed as a form of mediated action through which she articulated and transformed the context, meaning, and action of her science teaching. In particular, she forged links between a number of factors, such as historically recognizable forms of pedagogy, perceptions of her students' socio-economic positions, knowledge of appropriate science teaching, and her experiences in a preservice teacher education program. Through her pedagogical work, the teaching and learning environment was articulated into a complex network of meanings, physical spaces, and concrete actions in which each element transformed the other. I suggest that mediated action is a form of transformation that constitutes context, meaning, and action into a dynamic and constantly-shifting teaching and learning environment.
ACCESSION #
15609021

 

Related Articles

  • Technology Integration and the Classroom Learning Environment: Research for Action. Harwell, Sharon H.; Gunter, Shannon; Montgomery, Sandra; Shelton, Cheryl; West, Deborah // Learning Environments Research;2001, Vol. 4 Issue 3, p259 

    This article describes initial results of a collaborative action research endeavor between a regional university and a local school (Grade 6 level^rpar; using learning environments research to monitor alignment of classroom learning activities with a constructivist viewpoint while integrating...

  • Contributions of research to the teaching of art. Day, Michael; DiBlasio, Margaret // Studies in Art Education;1983, Vol. 24 Issue 3, p169 

    Part of the responsibility of researchers in art education is the address of mainstream issues relevant to the practice of art education. Three basic questions about the role of learning in responding to and making art, and the effects of the educational environment on art learning, are...

  • Elementary Students' Scientific Epistemological Beliefs in Relation to Socio-Economic Status and Gender. Ozkal, Kudret; Tekkaya, Ceren; Sungur, Semra; Cakiroglu, Jale; Cakiroglu, Erdinc // Journal of Science Teacher Education;Nov2010, Vol. 21 Issue 7, p873 

    This study investigated students' scientific epistemological beliefs in relation to socio-economic status (SES) and gender. Data were obtained from 1,152 eight grade Turkish elementary school students using Scientific Epistemological Beliefs instrument. Canonical correlation analysis indicated...

  • Criteria for the development of complex teaching-learning environments. Achtenhagen, Frank // Instructional Science;Jul-Sep2001, Vol. 29 Issue 4/5, p361 

    This article tries to bring together recent theory and practice in instructional design, on the one side, and curricular as well as didactic research results on the other. The focus is on processes that are necessary to the modeling of `reality', with regard to the corresponding scientific...

  • School Climate Improvement. Howard, Eugene R. // Education Digest;Apr1974, Vol. 39 Issue 8, p10 

    Presents suggestions on school environment improvements. Characteristics of an open climate for learning; Deemphasization of hierarchy by organizing nonhierarchical teaching teams; Advice to study the inconsistencies which exist in the school between philosophy statement and the manner in which...

  • Teaching Children to Study. Jones, Olive M. // Education;Jan1910, Vol. 30 Issue 5, p307 

    The article discusses the necessity of instructing school children in the United States on how to study their lessons. Key issues examined include ways in which educators such as teachers can discover the reasons behind the studying and learning difficulties of school children and the actual...

  • Antropolojik Didaktik Teorisi Ve Fen Öğretimi. Yildirim, Mehtap; Şahın, Fatma // Necatibey Faculty of Education Electronic Journal of Science & M;2009, Vol. 3 Issue 1, p46 

    Theory of Transposition Didactic which was established at 1982 was enlarged with the Anthropological Theory in the 1990's which was introduced by Y. Chevallard. The anthropological theory is frequently used in didactical researches. The knowledge in the didactical system is object in this...

  • Facts and Myths about Pedagogies of Engagement in Science Learning. Mestre, Jose P. // Peer Review;Winter2005, Vol. 7 Issue 2, p24 

    The article focuses on pedagogies of engagement in science teaching. The contemporary view of learning, based on a large body of evidence from research studies, indicates that learners not only construct knowledge, but the knowledge they already possess filters any new knowledge that they are...

  • Using a Wiki to Enhance Knowing Participation in Change in the Teaching-Learning Process. Butcher, Howard K.; Taylor, Janette Y. // Visions: The Journal of Rogerian Nursing Science;2008, Vol. 15 Issue 1, p30 

    The article discusses the use of a wiki as a teaching approach. A wiki is being used as a paradigm of a teaching-learning approach that is constant with the Rogerian participatory pedagogy by enhancing and learning through cooperation, involvement, sharing, and peering in a pandimensional...

Share

Read the Article

Courtesy of VIRGINIA BEACH PUBLIC LIBRARY AND SYSTEM

Sign out of this library

Other Topics