Titlebook: Material Practice and Materiality: Too Long Ignored in Science Education; Catherine Milne,Kathryn Scantlebury Book 2019 Springer Nature Sw

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Book 2019at are key to the curriculum?focuses?of science education programs in a number of countries..As a construct,?.culture.?can be understood.?as material and social practice.. This definition is useful for informing researchers‘ nuanced explorations of the nature of science and inclusive decisions about

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Learning Matter: The Force of Educational Technologies in Cultural Ecologies new technologies like tablets and interactive whiteboards in a number of Danish primary schools. Not only did tablets and interactive whiteboards replace books and blackboards, they also posed new challenges to understandings of what education is and should be.

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The Materiality of Scientific Instruments and Why It Might Matter to Science Educationevelopment can seduce educators into ignoring the cultural affordances of the material practice of scientific instruments. I explore the question of why there is so little attention given to understanding the role of instruments in the construction of knowledge, especially in science education.

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From Lab to Lecture? Science Teachers’ Experiences Translating Materiality in Lab-Based Research Expre, I explore teachers’ experiences with agential intra-action (Barad, 2003) in these settings, as well as the extent to which the teachers translated such experiences into their own classroom teaching.

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Sociomaterial Relations in Asynchronous Learning Environmentse learning in terms of equitable science assessment practices. Our work provided an opportunity for researchers and instructional designers to examine the social and material dimensions that affect learners in technology-enhanced science learning environments and address potentially oppressive sociomaterial assemblages.

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