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The mangle of school science practice: Teachers’ negotiations of two nature of science activities at different levels of contextualization

机译：学校科学实践的碎片：教师对不同级别的语境化水平的两个科学活动性质的谈判

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Abstract > Nature of science (NOS) has increasingly been emphasized as an important element in science education. This paper engages in the question of how teachers negotiate different approaches to and contexts for NOS teaching. This exploratory study is part of a three‐year longitudinal project where six in‐service teachers developed and negotiated their NOS‐teaching practices. Pickering's (1995) theory of the mangle of practice is used for the analysis of teachers’ focus‐group discussions. In a mangled practice, school science traditions, policy documents, and students’ and teachers’ expectations and identities are rubbed against each other. As part of the project teachers planned, implemented, and reflected on two NOS activities at different levels of contextualization. The concepts alignment, resistance, and accommodation are used as an analytical tool to understand the processes of the mangle in relation to teachers’ negotiations concerning the two activities during the focus groups. The results of the mangle are presented in relation to a backdrop of three teaching traditions (facts, lab‐work, and discussions) that the teachers’ claim to depart from. The results show how the alignment and resistance of different components of the mangle lead to various accommodations as regards both the activities and the three traditions. The article concludes by discussing how the teachers’ negotiations highlight what becomes possible and what becomes challenging when NOS meets existing traditions, and what this means in respect of possibilities for NOS learning. </abstract> </span> <span class="z_kbtn z_kbtnclass hoverxs" style="display: none;">展开▼</span> </div> <div class="translation abstracttxt"> <span class="zhankaihshouqi fivelineshidden" id="abstract"> <span>机译：</span><Abstract Type =“Main”XML：Lang =“en”> <标题类型=“main”>抽象</ title> > 科学的本质（NoS）越来越强调为科学教育的重要因素。本文从事教师如何谈判不同方法和NOS教学的问题的问题。该探索性研究是为期三年纵向项目的一部分，其中六位在职教师开发并谈判了他们的NOS教学实践。皮克林（1995）理论练习的碎片</ i> 用于分析教师的焦点集团讨论。在一个令人振奋的实践中，学校科学传统，政策文件和学生和教师的期望和身份互相摩擦。作为计划，实施，并反映在不同级别的环境中化的两项活动中的项目的一部分。概念对准，抵抗和住宿用作理解与教师谈判有关焦点群体中的两项活动的煎炸过程的分析工具。羊驼的结果与三个教学传统（事实，实验室工作和讨论）的背景相关联，教师声称离开。结果表明，在活动和三种传统方面，曼德林不同部件的对准和阻力如何导致各种住宿。本文通过讨论教师的谈判如何强调如何突出可能的谈判以及当NOS符合现有传统时变得挑战的挑战，以及这方面是如何达到非农学习的可能性的挑战。 </ p> </摘要> </span> <span class="z_kbtn z_kbtnclass hoverxs" style="display: none;">展开▼</span> </div> </div> <div class="record"> <h2 class="all_title" id="enpatent33" >著录项</h2> <ul> <li> <span class="lefttit">来源</span> <div style="width: 86%;vertical-align: text-top;display: inline-block;"> <a href='/journal-foreign-27921/'>《Science education》</a> <b style="margin: 0 2px;">|</b><span>2020年第1期</span><b style="margin: 0 2px;">|</b><span>共22页</span> </div> </li> <li> <div class="author"> <span class="lefttit">作者</span> <p id="fAuthorthree" class="threelineshidden zhankaihshouqi"> </p> <span class="z_kbtnclass z_kbtnclassall hoverxs" id="zkzz" style="display: none;">展开▼</span> </div> </li> <li> <div style="display: flex;"> <span class="lefttit">作者单位</span> <div style="position: relative;margin-left: 3px;max-width: 639px;"> <div class="threelineshidden zhankaihshouqi" id="fOrgthree"> </div> <span class="z_kbtnclass z_kbtnclassall hoverxs" id="zhdw" style="display: none;">展开▼</span> </div> </div> </li> <li > <span class="lefttit">收录信息</span> <span style="width: 86%;vertical-align: text-top;display: inline-block;"></span> </li> <li> <span class="lefttit">原文格式</span> <span>PDF</span> </li> <li> <span class="lefttit">正文语种</span> <span>eng</span> </li> <li> <span class="lefttit">中图分类</span> <span><a href="https://www.zhangqiaokeyan.com/clc/697.html" title="教学理论">教学理论;</a></span> </li> <li class="antistop"> <span class="lefttit">关键词</span> <p style="width: 86%;vertical-align: text-top;"> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=in‐service teachers&option=203" rel="nofollow">in‐service teachers;</a> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=levels of contextualization&option=203" rel="nofollow">levels of contextualization;</a> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=nature of science&option=203" rel="nofollow">nature of science;</a> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=science teaching traditions&option=203" rel="nofollow">science teaching traditions;</a> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=the mangle of practice&option=203" rel="nofollow">the mangle of practice;</a> </p> <div class="translation"> 机译：在职教师;情境化水平;科学的本质;科学教学传统;拼图的实践; </div> </li> <li> <span class="lefttit">入库时间</span> <span>2022-08-20 05:30:20</span> </li> </ul> </div> </div> <div class="literature cardcommon"> <div class="similarity "> <h3 class="all_title" id="enpatent66">相似文献</h3> <div class="similaritytab clearfix"> <ul> <li class="active" >外文文献</li> <li >中文文献</li> <li >专利</li> </ul> </div> <div class="similarity_details"> <ul > <li> <div> <b>1. </b><a class="enjiyixqcontent" href="/journal-foreign-detail/0704024206369.html">The mangle of school science practice: Teachers’ negotiations of two nature of science activities at different levels of contextualization</a> 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</span> </div> </li> <li> <div> <b>3. </b><a class="enjiyixqcontent" href="/academic-journal-cn_oriental-baby-childcare-education_thesis/0201262864101.html">科学教育活动中教师应注意的问题——从两个大班科学教育活动案例谈起</a> <b>[J]</b> <span> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=李云翔&option=202" target="_blank" rel="nofollow" class="tuijian_auth tuijian_authcolor"> . 李云翔</a> <span> <a href="/journal-cn-39606/" target="_blank" rel="nofollow" class="tuijian_authcolor"> . 东方宝宝：保育与教育 </a> </span> <span> . 2013</span><span>,第005期</span> </span> </div> </li> <li> <div> <b>4. </b><a class="enjiyixqcontent" href="/academic-journal-cn_asia-pacific-education_thesis/0201297775142.html">在“三首”科学课中生长主题科学实践活动课程——关于开展小学游学活动的实践与思考</a> <b>[J]</b> <span> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=廖旭&option=202" target="_blank" rel="nofollow" class="tuijian_auth tuijian_authcolor"> . 廖旭</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=任杰&option=202" target="_blank" rel="nofollow" class="tuijian_auth tuijian_authcolor">,任杰</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=胡晓川&option=202" target="_blank" rel="nofollow" class="tuijian_auth tuijian_authcolor">,胡晓川</a> <span> <a href="/journal-cn-19978/" target="_blank" rel="nofollow" class="tuijian_authcolor"> . 亚太教育 </a> </span> <span> . 2018</span><span>,第8期</span> </span> </div> </li> <li> <div> <b>5. </b><a class="enjiyixqcontent" href="/academic-journal-cn_journal-shaanxi-normal-university-philosophy-social-sciences-edition_thesis/0201283153991.html">自然科学工作者只通过自然科学实践能不能成为自觉的辨证唯物主义者?——陕西省高等学校《自然辩证法》备课会进行“自然科学与哲学”的讨论</a> <b>[J]</b> <span> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=孟宪俊&option=202" target="_blank" rel="nofollow" class="tuijian_auth tuijian_authcolor"> . 孟宪俊</a> <span> <a href="/journal-cn-1208/" target="_blank" rel="nofollow" class="tuijian_authcolor"> . 陕西师范大学学报：哲学社会科学版 </a> </span> <span> . 1979</span><span>,第001期</span> </span> </div> </li> <li> <div> <b>6. </b><a class="enjiyixqcontent" href="/academic-conference-cn_meeting-41720_thesis/020222497122.html">科学实践,定格开放——基于北京初中开放性科学实践活动的探索</a> <b>[C]</b> <span> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=张毅&option=202" target="_blank" rel="nofollow" class="tuijian_auth tuijian_authcolor"> . 张毅</a> <span> <a href="/conference-cn-41720/" target="_blank" rel="nofollow" class="tuijian_authcolor"> . 首届罗梭江科学教育论坛 </a> <span> <span> . -1</span> </span> </div> </li> <li> <div> <b>7. </b><a class="enjiyixqcontent" href="/academic-degree-domestic_mphd_thesis/020314745583.html">幼儿园教师科学教学效能感及与科学教学活动反思水平的相关研究</a> <b>[A] </b> <span> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=潘柯&option=202" target="_blank" rel="nofollow" class="tuijian_auth tuijian_authcolor"> . 潘柯</a> <span> . 2017</span> </span> </div> </li> </ul> <ul style="display: none;"> <li> <div> <b>1. </b><a class="enjiyixqcontent" href="/patent-detail/06120112579781.html">在至少两个不同级别的平台的计算机上分发特定应用的子应用</a> <b>[P]</b> . <span> 中国专利： CN112639739A </span> <span> . 2021-04-09</span> </div> </li> <li> <div> <b>2. </b><a class="enjiyixqcontent" href="/patent-detail/06120214971776.html">一种同时装置两个不同性质的清洁球的双头清洁球手柄</a> <b>[P]</b> . <span> 中国专利： CN215390982U </span> <span> . 2022-01-04</span> </div> </li> <li> <div> <b>3. </b><a class="enjiyixqcontent" href="/patent-detail/06130417389244.html">This computer/tablet/smaphone app matches teachers looking for work with schools looking for teachers. The progression would see a many other offices/businesses acquiring relief staff. Teachers available for temporary work download the app and upload their personal details. Schools download the app and provide a context overview - location, co-ed / single sex, year levels, sector etc. When a staff member calls in sick the person responsible for organising relief staff brings up the app, refines the search by region and selects a candidate from the list.</a> <b>[P]</b> . <span> 外国专利：  AU2013205276A1 </span> <span> . 2014-09-11</span> </div> <p class="zwjiyix translation" style="max-width: initial;height: auto;word-break: break-all;white-space: initial;text-overflow: initial;overflow: initial;"> <span>机译：此计算机/平板电脑/手机应用程序可将寻找工作的教师与寻找教师的学校相匹配。进展将看到许多其他办事处/企业获得救济人员。从事临时工作的老师可以下载该应用并上传其个人详细信息。学校下载该应用程序并提供上下文概述-位置，男女同校/单性别，年级，部门等。当工作人员患病时，负责组织救援人员的人员将调出该应用程序，按地区和从列表中选择一个候选人。 </span> </p> </li> <li> <div> <b>4. </b><a class="enjiyixqcontent" href="/patent-detail/06130416424349.html">Bernard's theory of creation in nature applied to life and its sciences</a> <b>[P]</b> . <span> 外国专利：  GB201401296D0 </span> <span> . 2014-03-12</span> </div> <p class="zwjiyix translation" style="max-width: initial;height: auto;word-break: break-all;white-space: initial;text-overflow: initial;overflow: initial;"> <span>机译：伯纳德的自然创造理论适用于生命及其科学 </span> </p> </li> <li> <div> <b>5. </b><a class="enjiyixqcontent" href="/patent-detail/06130445734025.html">By moving the observation and of the learning process for the improvement in the techniques and sciences of physical activity and sports (staps)</a> <b>[P]</b> . <span> 外国专利：  FR2809527B1 </span> <span> . 2002-08-09</span> </div> <p class="zwjiyix translation" style="max-width: initial;height: auto;word-break: break-all;white-space: initial;text-overflow: initial;overflow: initial;"> <span>机译：通过移动观察和学习过程来改善体育活动和体育（短记）的技术和科学 </span> </p> </li> </ul> </div> </div> </div> <div class="theme cardcommon" style="overflow: auto;display:none"> <h3 class="all_title" id="enpatent55">相关主题</h3> <ul id="subject"> </ul> </div> </div> </div> </div> <div class="right rightcon"> <div class="details_img cardcommon clearfix" 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