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Hybridizing Cultural Understandings of the Natural World to Foster Critical Science Literacy.

机译：融合自然界的文化理解，培养批判性科学素养。

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摘要

Adolescents are constantly exposed to multiple cultural views of the natural world in juxtaposition with the dominant view of science taught in school. This dissertation explores the interaction of these multiple views, and how they shape students' understanding of and attitudes toward science. Situated in a high school physics classroom, a curricular approach was designed and enacted to open a space in the classroom for the convergence of multiple discourses (or systems of cultural knowledge), and subsequently study how students navigate around them.;Ethnographic and critical inquiry revealed that when two or more discourses about similar natural events or objects (e.g., toss of a colorguard flag, human body) were directly juxtaposed in the classroom space, conceptual, affective, and ideological conflicts were generated for certain students. This was particularly so for students whose embedded experiences and social affiliations within certain discourse communities (e.g., sport clubs, church) led to their preferred ways of looking at the natural world from one particular discourse, and consequently a negative stance toward alternative ways in other discourses.;However, through appropriate pedagogical design and support, such juxtaposition also created opportunities for some students to hybridize different cultural understandings of the natural world as they navigated around multiple discourses. Informed by Bakhtin's notions of heteroglossia and voice appropriation, the characteristics of such hybridization were found to include: (a) being aware of heteroglossic differences in the use of language, (b) a dynamic shift in identification toward the dialogic other, (c) a juxtaposition of the other's voices in one's utterances, and (d) a momentary suppression of one's preferences, for strategic motives. Not only did hybridization provide a means for some students to construct conceptual knowledge across discourses, but it also helped them develop critical literacy in evaluating how various views and knowledge of the natural world are constructed by and through discourses.;The findings of this dissertation provide insights into hybridization as a crucial mechanism of learning, and provide an alternative but complementary lens for understanding how young people bridge discourses---not as a stable binary but as a dynamic and fluid in-between.
机译：青少年并置时，经常接触自然界的多种文化观点，而学校则以科学为主导。本文探讨了这多种观点的相互作用，以及它们如何塑造学生对科学的理解和态度。在高中物理教室中，设计并制定了一种课程方法，以在教室中打开一个空间，以融合多种语言（或文化知识体系），然后研究学生如何在它们周围导航。揭示了当两个或两个以上关于相似自然事件或物体的论述（例如，掷彩旗，人体）直接并列在教室空间中时，为某些学生产生了概念，情感和思想上的冲突。对于那些在某些话语社区（例如体育俱乐部，教堂）中嵌入经验和社会归属导致他们从一种特定话语看待自然世界的偏爱方式，因此对另一种话语采取替代方式的人持消极态度的学生尤其如此。然而，通过适当的教学设计和支持，这种并置还为一些学生在围绕多种语境进行导航时为自然世界的不同文化理解创造了机会。受到巴赫金关于异语症和语音占用的观念的通知，发现这种杂交的特征包括：（a）意识到语言使用上的异语差异，（b）身份认同向对话他人的动态转变，（c）将对方的声音与对方的言语并置，以及（d）为了战略动机而暂时压抑对方的喜好。杂交不仅为一些学生提供了跨学科建构概念知识的手段，而且还帮助他们发展了批判素养，从而评估了由言语构建和通过言语构建自然世界的各种观点和知识的方式。对杂交的洞察力是学习的关键机制，它为理解年轻人如何桥接话语提供了一种替代但互补的视角-不是稳定的二元关系，而是两者之间的动态变化。

著录项

  • 作者

    Tang, Kok Sing.;

  • 作者单位

    University of Michigan.;

  • 授予单位 University of Michigan.;
  • 学科 Science education.;Multicultural Education.;Middle school education.
  • 学位 Ph.D.
  • 年度 2011
  • 页码 316 p.
  • 总页数 316
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:44:49

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