Establishing 'fields of care': Teaching settings as active participants in science education

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

In their article, "Space, relations, and the learning of science," Wolff-Michael Roth and Pei-Ling Hsu draw our attention to the importance of field in the teaching and learning of science. While the Roth and Hsu study is focused on the scientific research laboratory as an internship setting for the teaching of science, this response to their paper expands the discussion of the settings where science is taught in order to bring to the fore some of the affordances and challenges associated with teaching science in specific fields. By extending our thinking about the settings where science is taught/learned and the active role these settings play in teaching our students, we can re-envision how to better utilize a variety of fields in the teaching of science. The notion of 'field of care' is explored as a way of both finding and building connections between students and the settings where science is experienced.

Original languageEnglish (US)
Pages (from-to)123-131
Number of pages9
JournalCultural Studies of Science Education
Volume9
Issue number1
DOIs
StatePublished - Mar 2014

Fingerprint

Teaching
science
education
internship
learning
student

All Science Journal Classification (ASJC) codes

  • Cultural Studies

Cite this

@article{88f63e9ca3a949258ce12c555be75deb,
title = "Establishing 'fields of care': Teaching settings as active participants in science education",
abstract = "In their article, {"}Space, relations, and the learning of science,{"} Wolff-Michael Roth and Pei-Ling Hsu draw our attention to the importance of field in the teaching and learning of science. While the Roth and Hsu study is focused on the scientific research laboratory as an internship setting for the teaching of science, this response to their paper expands the discussion of the settings where science is taught in order to bring to the fore some of the affordances and challenges associated with teaching science in specific fields. By extending our thinking about the settings where science is taught/learned and the active role these settings play in teaching our students, we can re-envision how to better utilize a variety of fields in the teaching of science. The notion of 'field of care' is explored as a way of both finding and building connections between students and the settings where science is experienced.",
author = "Blatt, {Erica N.}",
year = "2014",
month = "3",
doi = "10.1007/s11422-013-9536-1",
language = "English (US)",
volume = "9",
pages = "123--131",
journal = "Cultural Studies of Science Education",
issn = "1871-1502",
publisher = "Springer Netherlands",
number = "1",

}

TY - JOUR

T1 - Establishing 'fields of care'

T2 - Teaching settings as active participants in science education

AU - Blatt, Erica N.

PY - 2014/3

Y1 - 2014/3

N2 - In their article, "Space, relations, and the learning of science," Wolff-Michael Roth and Pei-Ling Hsu draw our attention to the importance of field in the teaching and learning of science. While the Roth and Hsu study is focused on the scientific research laboratory as an internship setting for the teaching of science, this response to their paper expands the discussion of the settings where science is taught in order to bring to the fore some of the affordances and challenges associated with teaching science in specific fields. By extending our thinking about the settings where science is taught/learned and the active role these settings play in teaching our students, we can re-envision how to better utilize a variety of fields in the teaching of science. The notion of 'field of care' is explored as a way of both finding and building connections between students and the settings where science is experienced.

AB - In their article, "Space, relations, and the learning of science," Wolff-Michael Roth and Pei-Ling Hsu draw our attention to the importance of field in the teaching and learning of science. While the Roth and Hsu study is focused on the scientific research laboratory as an internship setting for the teaching of science, this response to their paper expands the discussion of the settings where science is taught in order to bring to the fore some of the affordances and challenges associated with teaching science in specific fields. By extending our thinking about the settings where science is taught/learned and the active role these settings play in teaching our students, we can re-envision how to better utilize a variety of fields in the teaching of science. The notion of 'field of care' is explored as a way of both finding and building connections between students and the settings where science is experienced.

UR - http://www.scopus.com/inward/record.url?scp=84897581356&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84897581356&partnerID=8YFLogxK

U2 - 10.1007/s11422-013-9536-1

DO - 10.1007/s11422-013-9536-1

M3 - Article

AN - SCOPUS:84897581356

VL - 9

SP - 123

EP - 131

JO - Cultural Studies of Science Education

JF - Cultural Studies of Science Education

SN - 1871-1502

IS - 1

ER -