Roth2005

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Roth2005
BibType ARTICLE
Key Roth2005
Author(s) Wolff-Michael Roth
Title Ethnomethodology and the R/Evolution of Science Education
Editor(s)
Tag(s) EMCA, science education
Publisher
Year 2005
Language
City
Month
Journal Canadian Journal of Science, Mathematics, & Technology Education
Volume 5
Number 2
Pages 185–198
URL Link
DOI 10.1080/14926150509556652
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

Sherman (2004) articulated a critique, grounded in ethnomethodology, of the way in which science educators have used situated‐cognition and science studies research to redesign classroom science. Whereas I employ an ethnomethodological approach in my own research, I believe that using the tool on its own has shortcomings that are relevant to the very self‐understanding of a critical educator. Drawing on cultural‐historical activity theory as a framework, I suggest that the critique (a) fails to appreciate the evolutionary nature of disciplinary discourses, (b) conflates the languages of analytic method and normative discourse, (c) underestimates the degree to which we need educational change, and (d) provides a possible vision for the future use of ‘authentic science.’

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