Uncertainty in biology classrooms: a matter of disciplinary culture?

IF 1.9 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Britta Lübke
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引用次数: 1

Abstract

ABSTRACTUncertainty is an inherent aspect of the world we live in and is necessarily part of scientific knowledge and scientific inquiry. This paper presents a multi-case study about (1) how uncertainty occurs in the context of teaching and learning in a biology class about genetic engineering and (2) how K12 students deal with the occurring uncertainty. Designed as a Grounded Theory study, classroom observations (including videography) were combined with problem-centred interviews. Contrary to what was expected at the beginning of the study, the data did not contain considerable traces of uncertainty related to or caused by the actual genetic engineering content. Rather, it became apparent that the central phenomenon in the data related to uncertainty refers to the very norms of the biology classroom. Confronted with uncertainty the students tried to exclude the uncertain questions and situations from biology education, arguing that biology is about certain facts that should be reproduced by students. These findings are discussed relative to disciplinary cultures and the concept of habitus as well as in its relevance for the discourse about nature of science.KEYWORDS: Uncertaintynature of sciencebiology educationdisciplinary culturegrounded theory Disclosure statementNo potential conflict of interest was reported by the author.Notes1. The research by Anna Jones (Citation2009) on skills such as critical thinking, analysis, problem solving and communication in Higher education indicates, that these—often described as generic skills—are highly shaped by the discipline they are taught in. Her conclusions on the importance of context and disciplinary cultures may raise new questions for school and learning cultures as well.2. The unit took place within the regular biology classes and the genetics curriculum in the middle of the school year. The type of school, called ‘Stadtteilschule’, is similar to American high schools. It leads to various educational qualifications after nine, ten and thirteen years of schooling. Students in the eleventh-grade aim for the highest qualification that will enable them to attend university. The research at the school was approved by the IfBQ (Institute for Educational Monitoring and Quality Development) in behalf of the Authority for School and Vocational Training Hamburg (Approval number 181–24.03/214,48).3. The participation was voluntary and could be ended by students at any time. The students taking part in the weekly interviews received a cinema voucher at the end for the participation.4. The analysis was carried out by the author. The interpretations were constantly discussed in a monthly qualitative research colloquium as well as a weekly grounded theory working group to validate the interpretations.5. S. does not refer to a specific situation during the lesson at this moment, but to the entire learning unit and answers the following question in her last interview: When you think about the entire learning unit that you experienced, what comes to mind?
生物学课堂的不确定性:学科文化的问题?
摘要不确定性是我们生活的世界的一个固有方面,也是科学知识和科学探索的必然组成部分。本文提出了一个多案例研究,关于(1)不确定性如何在关于基因工程的生物课的教学背景下发生,以及(2)K12学生如何处理发生的不确定性。作为一项扎根理论研究,课堂观察(包括录像)与以问题为中心的访谈相结合。与研究开始时的预期相反,这些数据并没有包含与实际基因工程内容相关或由其引起的大量不确定性痕迹。相反,很明显,与不确定性相关的数据中的中心现象与生物课堂的规范有关。面对不确定性,学生们试图将不确定的问题和情境排除在生物教育之外,认为生物是关于确定的事实,应该由学生再现。这些发现与学科文化和习惯的概念以及它与科学本质话语的相关性进行了讨论。关键词:科学的不确定性生物学教育学科文化基础理论披露声明作者未报告潜在利益冲突。安娜·琼斯(Anna Jones, Citation2009)对高等教育中批判性思维、分析、解决问题和沟通等技能的研究表明,这些通常被称为通用技能的技能在很大程度上受到所教学科的影响。她关于情境文化和学科文化重要性的结论可能也会为学校文化和学习文化提出新的问题。该单元在学年中期的常规生物课和遗传学课程中进行。这种类型的学校被称为“Stadtteilschule”,类似于美国的高中。在接受9年、10年和13年的学校教育后,可以获得各种教育资格。十一年级学生的目标是获得最高资格,使他们能够上大学。学校的研究得到了IfBQ(教育监测和质量发展研究所)代表汉堡学校和职业培训管理局(批准号181 - 24.03/214,48)的批准。参与是自愿的,学生可以在任何时候结束。参加每周面试的学生在面试结束时获得了一张电影券。分析是由作者进行的。这些解释在每月的定性研究研讨会以及每周的基础理论工作组中不断进行讨论,以验证这些解释。s在这一刻并不是指某一特定的情况,而是指整个学习单元,她在最后一次采访中回答了以下问题:当你想到你所经历的整个学习单元时,你会想到什么?
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来源期刊
Teachers and Teaching
Teachers and Teaching EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.20
自引率
7.40%
发文量
71
期刊介绍: Teachers and Teaching: theory and practice provides an international focal point for the publication of research on teachers and teaching, in particular on teacher thinking. It offers a means of communication and dissemination of completed research and research in progress, whilst also providing a forum for debate between researchers. This unique journal draws together qualitative and quantitative research from different countries and cultures which focus on the social, political and historical contexts of teaching as work. It includes theoretical reflections on the connections between theory and practice in teachers" work and other research of professional interest.
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