Conceptualizing Authenticity and relevance of science education in interactional terms

Shulamit Kapon; Antti Laherto; Olivia Levrini

Conceptualizing Authenticity and relevance of science education in interactional terms

Shulamit Kapon, Antti Laherto, Olivia Levrini

Education in Science and Technology

Technion - Israel Institute of Technology

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

Authenticity and relevance are two terms that are often mentioned when criticizing the content and practice of science education in school. This paper examines the meaning of authenticity and relevance in science education from an interactional perspective. Particularly, it compares and contrasts authenticity with productive disciplinary engagement, and relevance with expansive framing. We then use this comparison to discuss the tension between maintaining accountability to the discipline and fostering students' agency and authority; a tension that is not sufficiently addressed in science education literature that addresses the conceptualization of authenticity and relevance. We suggest a research agenda that aims to resolve this tension by problematizing and articulating in fine detail the theoretical meaning of productive disciplinary engagement and expansive framing for science classrooms that are deeply immersed in authentic scientific practices and discourse.

Original language	English
Title of host publication	12th International Conference of the Learning Sciences, ICLS 2016
Subtitle of host publication	Transforming Learning, Empowering Learners, Proceedings
Editors	Chee-Kit Looi, Joseph L. Polman, Peter Reimann, Ulrike Cress
Pages	843-846
Number of pages	4
Volume	2
ISBN (Electronic)	9780990355083
State	Published - 2016
Event	12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore Duration: 20 Jun 2016 → 24 Jun 2016

Conference

Conference	12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016
Country/Territory	Singapore
City	Singapore
Period	20/06/16 → 24/06/16

Keywords

Authenticity
Interaction
Learning
Relevance
Science education
Teaching

All Science Journal Classification (ASJC) codes

Computer Science (miscellaneous)
Education

Cite this

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title = "Conceptualizing Authenticity and relevance of science education in interactional terms",

abstract = "Authenticity and relevance are two terms that are often mentioned when criticizing the content and practice of science education in school. This paper examines the meaning of authenticity and relevance in science education from an interactional perspective. Particularly, it compares and contrasts authenticity with productive disciplinary engagement, and relevance with expansive framing. We then use this comparison to discuss the tension between maintaining accountability to the discipline and fostering students' agency and authority; a tension that is not sufficiently addressed in science education literature that addresses the conceptualization of authenticity and relevance. We suggest a research agenda that aims to resolve this tension by problematizing and articulating in fine detail the theoretical meaning of productive disciplinary engagement and expansive framing for science classrooms that are deeply immersed in authentic scientific practices and discourse.",

keywords = "Authenticity, Interaction, Learning, Relevance, Science education, Teaching",

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year = "2016",

language = "الإنجليزيّة",

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editor = "Chee-Kit Looi and Polman, {Joseph L.} and Peter Reimann and Ulrike Cress",

booktitle = "12th International Conference of the Learning Sciences, ICLS 2016",

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Kapon, S, Laherto, A & Levrini, O 2016, Conceptualizing Authenticity and relevance of science education in interactional terms. in C-K Looi, JL Polman, P Reimann & U Cress (eds), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings. vol. 2, pp. 843-846, 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016, Singapore, Singapore, 20/06/16.

Conceptualizing Authenticity and relevance of science education in interactional terms. / Kapon, Shulamit; Laherto, Antti; Levrini, Olivia.
12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings. ed. / Chee-Kit Looi; Joseph L. Polman; Peter Reimann; Ulrike Cress. Vol. 2 2016. p. 843-846.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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AB - Authenticity and relevance are two terms that are often mentioned when criticizing the content and practice of science education in school. This paper examines the meaning of authenticity and relevance in science education from an interactional perspective. Particularly, it compares and contrasts authenticity with productive disciplinary engagement, and relevance with expansive framing. We then use this comparison to discuss the tension between maintaining accountability to the discipline and fostering students' agency and authority; a tension that is not sufficiently addressed in science education literature that addresses the conceptualization of authenticity and relevance. We suggest a research agenda that aims to resolve this tension by problematizing and articulating in fine detail the theoretical meaning of productive disciplinary engagement and expansive framing for science classrooms that are deeply immersed in authentic scientific practices and discourse.

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Conceptualizing Authenticity and relevance of science education in interactional terms

Abstract

Conference

Keywords

All Science Journal Classification (ASJC) codes

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