Moving beyond the agency-structure dialectic in pre-collegiate science education: positionality, engagement, and emergence

IF 4.7 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Science Education Pub Date : 2019-07-03 DOI:10.1080/03057267.2020.1735756

Guopeng Fu, A. Clarke

引用次数: 7

Abstract

Agency and structure postulate a dialectic relationship: agents’ actions shape and are shaped by social structure in a spiral and dynamic manner. Empirical studies in pre-collegiate science educati...

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超越大学前科学教育中的代理结构辩证法：定位、参与和涌现

代理和结构假定了一种辩证关系：代理的行为以螺旋式和动态的方式形成并被社会结构所塑造。大学前科学教育的实证研究。。。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Science Education EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

15.30

自引率

2.00%

发文量

审稿时长

>12 weeks

期刊介绍： The central aim of Studies in Science Education is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editor and Editorial Advisory Board, are guided by a commitment to: maintaining and developing the highest standards of scholarship associated with the journal; publishing articles from as wide a range of authors as possible, in relation both to professional background and country of origin; publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity. Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers. Articles featured in Studies in Science Education have been made available either following invitation from the Editor or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editor is willing to give informal feedback on the suitability of proposals though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education are normally reviewed in each volume.