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首页> 外文期刊>Cultural Studies of Science Education >Science of learning is learning of science: why we need a dialectical approach to science education research
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Science of learning is learning of science: why we need a dialectical approach to science education research

机译：学习科学就是科学学习：为什么我们需要辩证法进行科学教育研究

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Research on learning science in informal settings and the formal (sometimes experimental) study of learning in classrooms or psychological laboratories tend to be separate domains, even drawing on different theories and methods. These differences make it difficult to compare knowing and learning observed in one paradigm/context with those observed in the other. Even more interestingly, the scientists studying science learning rarely consider their own learning in relation to the phenomena they study. A dialectical, reflexive approach to learning, however, would theorize the movement of an educational science (its learning and development) as a special and general case—subject matter and method—of the phenomenon of learning (in/of) science. In the dialectical approach to the study of science learning, therefore, subject matter, method, and theory fall together. This allows for a perspective in which not only disparate fields of study—school science learning and learning in everyday life—are integrated but also where the progress in the science of science learning coincides with its topic. Following the articulation of a contradictory situation on comparing learning in different settings, I describe the dialectical approach. As a way of providing a concrete example, I then trace the historical movement of my own research group as it simultaneously and alternately studied science learning in formal and informal settings. I conclude by recommending cultural-historical, dialectical approaches to learning and interaction analysis as a context for fruitful interdisciplinary research on science learning within and across different settings.
机译：在非正式环境中学习科学的研究以及在教室或心理实验室中进行正式（有时是实验性）学习的研究往往是单独的领域，即使它们借鉴了不同的理论和方法。这些差异使得很难将在一个范例/上下文中观察到的知识和学习与在另一个范例/上下文中观察到的知识和学习进行比较。更有趣的是，学习科学学习的科学家很少考虑自己对所学现象的学习。然而，一种辩证的，反思性的学习方法，可以将教育科学的运动（其学习和发展）理论化为学习现象的特殊和一般情况（主题和方法）。因此，在科学学习的辩证法中，主题，方法和理论是在一起的。这提供了一个观点，不仅将不同的研究领域（学校科学学习和日常生活中的学习）整合在一起，而且科学学习的进展与其主题相吻合。在阐明了在不同环境下比较学习的矛盾情况之后，我描述了辩证法。作为提供具体示例的一种方式，我随后追踪了我自己的研究小组在正式和非正式场合同时或交替学习科学学习的历史动向。最后，我建议采用文化-历史，辩证法进行学习和互动分析，以此作为在不同环境中和不同环境中进行科学学习的卓有成效的跨学科研究的背景。

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