From designing artifacts to learning science: A dialectical perspective

Abstract How students come to know phenomena in terms of abstract concepts and theories through hands-on activities remains one of the open problems in science education. In this study, we develop a theory of learning science through design activities by employing a dialectical view of human activit...
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Gespeichert in:

Autor*in:	Hwang, SungWon [verfasserIn] Roth, Wolff-Michael [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2006

Schlagwörter:	Design Activity Tape Measure Unintended Outcome Simple Machine Material Artifact

Übergeordnetes Werk:	Enthalten in: Cultural studies of science education - Dordrecht : Springer Science & Business Media B.V., 2006, 1(2006), 3 vom: 14. Nov., Seite 423-450
Übergeordnetes Werk:	volume:1 ; year:2006 ; number:3 ; day:14 ; month:11 ; pages:423-450

Links:	Volltext

DOI / URN:	10.1007/s11422-006-9018-9

Katalog-ID:	SPR019090625

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author_variant	s h sh w m r wmr
matchkey_str	article:18711510:2006----::rmeinnatfcsoerigcecail
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publishDate	2006
allfields	10.1007/s11422-006-9018-9 doi (DE-627)SPR019090625 (SPR)s11422-006-9018-9-e DE-627 ger DE-627 rakwb eng 900 370 ASE 30.04 bkl Hwang, SungWon verfasserin aut From designing artifacts to learning science: A dialectical perspective 2006 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract How students come to know phenomena in terms of abstract concepts and theories through hands-on activities remains one of the open problems in science education. In this study, we develop a theory of learning science through design activities by employing a dialectical view of human activity that explicitly combines the mental and material in the same, irreducible unit of analysis. Dialectical contradictions embodied by this unit, here conceptualized as resistance experienced from a first-person perspective, constitute the inner forces that drive designing. Drawing on a large database of artifact designing constituted during a four-month unit on simple machines, we examine how resistance, in its dialectical relation to contradiction contributes to the unfolding design process and to the learning of scientific concepts and manual process skills during design. First, an inner contradiction emerges in the designers' lifeworlds as an unintended outcome or a breakdown and thereby changes the perceived world of a designer collective. Second, the dialectic of contradiction and resistance realized in this manner constitutes a moment unfolding culture of science in its concrete form embodied in individual designers and therefore contributes to the production and reproduction of culture. We conclude with a reflection on the implications our study makes to a non-dualist view of knowing and learning. Design Activity (dpeaa)DE-He213 Tape Measure (dpeaa)DE-He213 Unintended Outcome (dpeaa)DE-He213 Simple Machine (dpeaa)DE-He213 Material Artifact (dpeaa)DE-He213 Roth, Wolff-Michael verfasserin aut Enthalten in Cultural studies of science education Dordrecht : Springer Science & Business Media B.V., 2006 1(2006), 3 vom: 14. Nov., Seite 423-450 (DE-627)512880425 (DE-600)2237680-X 1871-1510 nnns volume:1 year:2006 number:3 day:14 month:11 pages:423-450 https://dx.doi.org/10.1007/s11422-006-9018-9 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OPC-ANG SSG-OPC-ASE GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 30.04 ASE AR 1 2006 3 14 11 423-450
spelling	10.1007/s11422-006-9018-9 doi (DE-627)SPR019090625 (SPR)s11422-006-9018-9-e DE-627 ger DE-627 rakwb eng 900 370 ASE 30.04 bkl Hwang, SungWon verfasserin aut From designing artifacts to learning science: A dialectical perspective 2006 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract How students come to know phenomena in terms of abstract concepts and theories through hands-on activities remains one of the open problems in science education. In this study, we develop a theory of learning science through design activities by employing a dialectical view of human activity that explicitly combines the mental and material in the same, irreducible unit of analysis. Dialectical contradictions embodied by this unit, here conceptualized as resistance experienced from a first-person perspective, constitute the inner forces that drive designing. Drawing on a large database of artifact designing constituted during a four-month unit on simple machines, we examine how resistance, in its dialectical relation to contradiction contributes to the unfolding design process and to the learning of scientific concepts and manual process skills during design. First, an inner contradiction emerges in the designers' lifeworlds as an unintended outcome or a breakdown and thereby changes the perceived world of a designer collective. Second, the dialectic of contradiction and resistance realized in this manner constitutes a moment unfolding culture of science in its concrete form embodied in individual designers and therefore contributes to the production and reproduction of culture. We conclude with a reflection on the implications our study makes to a non-dualist view of knowing and learning. Design Activity (dpeaa)DE-He213 Tape Measure (dpeaa)DE-He213 Unintended Outcome (dpeaa)DE-He213 Simple Machine (dpeaa)DE-He213 Material Artifact (dpeaa)DE-He213 Roth, Wolff-Michael verfasserin aut Enthalten in Cultural studies of science education Dordrecht : Springer Science & Business Media B.V., 2006 1(2006), 3 vom: 14. Nov., Seite 423-450 (DE-627)512880425 (DE-600)2237680-X 1871-1510 nnns volume:1 year:2006 number:3 day:14 month:11 pages:423-450 https://dx.doi.org/10.1007/s11422-006-9018-9 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OPC-ANG SSG-OPC-ASE GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 30.04 ASE AR 1 2006 3 14 11 423-450
allfields_unstemmed	10.1007/s11422-006-9018-9 doi (DE-627)SPR019090625 (SPR)s11422-006-9018-9-e DE-627 ger DE-627 rakwb eng 900 370 ASE 30.04 bkl Hwang, SungWon verfasserin aut From designing artifacts to learning science: A dialectical perspective 2006 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract How students come to know phenomena in terms of abstract concepts and theories through hands-on activities remains one of the open problems in science education. In this study, we develop a theory of learning science through design activities by employing a dialectical view of human activity that explicitly combines the mental and material in the same, irreducible unit of analysis. Dialectical contradictions embodied by this unit, here conceptualized as resistance experienced from a first-person perspective, constitute the inner forces that drive designing. Drawing on a large database of artifact designing constituted during a four-month unit on simple machines, we examine how resistance, in its dialectical relation to contradiction contributes to the unfolding design process and to the learning of scientific concepts and manual process skills during design. First, an inner contradiction emerges in the designers' lifeworlds as an unintended outcome or a breakdown and thereby changes the perceived world of a designer collective. Second, the dialectic of contradiction and resistance realized in this manner constitutes a moment unfolding culture of science in its concrete form embodied in individual designers and therefore contributes to the production and reproduction of culture. We conclude with a reflection on the implications our study makes to a non-dualist view of knowing and learning. Design Activity (dpeaa)DE-He213 Tape Measure (dpeaa)DE-He213 Unintended Outcome (dpeaa)DE-He213 Simple Machine (dpeaa)DE-He213 Material Artifact (dpeaa)DE-He213 Roth, Wolff-Michael verfasserin aut Enthalten in Cultural studies of science education Dordrecht : Springer Science & Business Media B.V., 2006 1(2006), 3 vom: 14. Nov., Seite 423-450 (DE-627)512880425 (DE-600)2237680-X 1871-1510 nnns volume:1 year:2006 number:3 day:14 month:11 pages:423-450 https://dx.doi.org/10.1007/s11422-006-9018-9 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OPC-ANG SSG-OPC-ASE GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 30.04 ASE AR 1 2006 3 14 11 423-450
allfieldsGer	10.1007/s11422-006-9018-9 doi (DE-627)SPR019090625 (SPR)s11422-006-9018-9-e DE-627 ger DE-627 rakwb eng 900 370 ASE 30.04 bkl Hwang, SungWon verfasserin aut From designing artifacts to learning science: A dialectical perspective 2006 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract How students come to know phenomena in terms of abstract concepts and theories through hands-on activities remains one of the open problems in science education. In this study, we develop a theory of learning science through design activities by employing a dialectical view of human activity that explicitly combines the mental and material in the same, irreducible unit of analysis. Dialectical contradictions embodied by this unit, here conceptualized as resistance experienced from a first-person perspective, constitute the inner forces that drive designing. Drawing on a large database of artifact designing constituted during a four-month unit on simple machines, we examine how resistance, in its dialectical relation to contradiction contributes to the unfolding design process and to the learning of scientific concepts and manual process skills during design. First, an inner contradiction emerges in the designers' lifeworlds as an unintended outcome or a breakdown and thereby changes the perceived world of a designer collective. Second, the dialectic of contradiction and resistance realized in this manner constitutes a moment unfolding culture of science in its concrete form embodied in individual designers and therefore contributes to the production and reproduction of culture. We conclude with a reflection on the implications our study makes to a non-dualist view of knowing and learning. Design Activity (dpeaa)DE-He213 Tape Measure (dpeaa)DE-He213 Unintended Outcome (dpeaa)DE-He213 Simple Machine (dpeaa)DE-He213 Material Artifact (dpeaa)DE-He213 Roth, Wolff-Michael verfasserin aut Enthalten in Cultural studies of science education Dordrecht : Springer Science & Business Media B.V., 2006 1(2006), 3 vom: 14. Nov., Seite 423-450 (DE-627)512880425 (DE-600)2237680-X 1871-1510 nnns volume:1 year:2006 number:3 day:14 month:11 pages:423-450 https://dx.doi.org/10.1007/s11422-006-9018-9 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OPC-ANG SSG-OPC-ASE GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 30.04 ASE AR 1 2006 3 14 11 423-450
allfieldsSound	10.1007/s11422-006-9018-9 doi (DE-627)SPR019090625 (SPR)s11422-006-9018-9-e DE-627 ger DE-627 rakwb eng 900 370 ASE 30.04 bkl Hwang, SungWon verfasserin aut From designing artifacts to learning science: A dialectical perspective 2006 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract How students come to know phenomena in terms of abstract concepts and theories through hands-on activities remains one of the open problems in science education. In this study, we develop a theory of learning science through design activities by employing a dialectical view of human activity that explicitly combines the mental and material in the same, irreducible unit of analysis. Dialectical contradictions embodied by this unit, here conceptualized as resistance experienced from a first-person perspective, constitute the inner forces that drive designing. Drawing on a large database of artifact designing constituted during a four-month unit on simple machines, we examine how resistance, in its dialectical relation to contradiction contributes to the unfolding design process and to the learning of scientific concepts and manual process skills during design. First, an inner contradiction emerges in the designers' lifeworlds as an unintended outcome or a breakdown and thereby changes the perceived world of a designer collective. Second, the dialectic of contradiction and resistance realized in this manner constitutes a moment unfolding culture of science in its concrete form embodied in individual designers and therefore contributes to the production and reproduction of culture. We conclude with a reflection on the implications our study makes to a non-dualist view of knowing and learning. Design Activity (dpeaa)DE-He213 Tape Measure (dpeaa)DE-He213 Unintended Outcome (dpeaa)DE-He213 Simple Machine (dpeaa)DE-He213 Material Artifact (dpeaa)DE-He213 Roth, Wolff-Michael verfasserin aut Enthalten in Cultural studies of science education Dordrecht : Springer Science & Business Media B.V., 2006 1(2006), 3 vom: 14. Nov., Seite 423-450 (DE-627)512880425 (DE-600)2237680-X 1871-1510 nnns volume:1 year:2006 number:3 day:14 month:11 pages:423-450 https://dx.doi.org/10.1007/s11422-006-9018-9 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OPC-ANG SSG-OPC-ASE GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 30.04 ASE AR 1 2006 3 14 11 423-450
language	English
source	Enthalten in Cultural studies of science education 1(2006), 3 vom: 14. Nov., Seite 423-450 volume:1 year:2006 number:3 day:14 month:11 pages:423-450
sourceStr	Enthalten in Cultural studies of science education 1(2006), 3 vom: 14. Nov., Seite 423-450 volume:1 year:2006 number:3 day:14 month:11 pages:423-450
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Design Activity Tape Measure Unintended Outcome Simple Machine Material Artifact
dewey-raw	900
isfreeaccess_bool	false
container_title	Cultural studies of science education
authorswithroles_txt_mv	Hwang, SungWon @@aut@@ Roth, Wolff-Michael @@aut@@
publishDateDaySort_date	2006-11-14T00:00:00Z
hierarchy_top_id	512880425
dewey-sort	3900
id	SPR019090625
language_de	englisch
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author	Hwang, SungWon
spellingShingle	Hwang, SungWon ddc 900 bkl 30.04 misc Design Activity misc Tape Measure misc Unintended Outcome misc Simple Machine misc Material Artifact From designing artifacts to learning science: A dialectical perspective
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title	From designing artifacts to learning science: A dialectical perspective
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title_sort	from designing artifacts to learning science: a dialectical perspective
title_auth	From designing artifacts to learning science: A dialectical perspective
abstract	Abstract How students come to know phenomena in terms of abstract concepts and theories through hands-on activities remains one of the open problems in science education. In this study, we develop a theory of learning science through design activities by employing a dialectical view of human activity that explicitly combines the mental and material in the same, irreducible unit of analysis. Dialectical contradictions embodied by this unit, here conceptualized as resistance experienced from a first-person perspective, constitute the inner forces that drive designing. Drawing on a large database of artifact designing constituted during a four-month unit on simple machines, we examine how resistance, in its dialectical relation to contradiction contributes to the unfolding design process and to the learning of scientific concepts and manual process skills during design. First, an inner contradiction emerges in the designers' lifeworlds as an unintended outcome or a breakdown and thereby changes the perceived world of a designer collective. Second, the dialectic of contradiction and resistance realized in this manner constitutes a moment unfolding culture of science in its concrete form embodied in individual designers and therefore contributes to the production and reproduction of culture. We conclude with a reflection on the implications our study makes to a non-dualist view of knowing and learning.
abstractGer	Abstract How students come to know phenomena in terms of abstract concepts and theories through hands-on activities remains one of the open problems in science education. In this study, we develop a theory of learning science through design activities by employing a dialectical view of human activity that explicitly combines the mental and material in the same, irreducible unit of analysis. Dialectical contradictions embodied by this unit, here conceptualized as resistance experienced from a first-person perspective, constitute the inner forces that drive designing. Drawing on a large database of artifact designing constituted during a four-month unit on simple machines, we examine how resistance, in its dialectical relation to contradiction contributes to the unfolding design process and to the learning of scientific concepts and manual process skills during design. First, an inner contradiction emerges in the designers' lifeworlds as an unintended outcome or a breakdown and thereby changes the perceived world of a designer collective. Second, the dialectic of contradiction and resistance realized in this manner constitutes a moment unfolding culture of science in its concrete form embodied in individual designers and therefore contributes to the production and reproduction of culture. We conclude with a reflection on the implications our study makes to a non-dualist view of knowing and learning.
abstract_unstemmed	Abstract How students come to know phenomena in terms of abstract concepts and theories through hands-on activities remains one of the open problems in science education. In this study, we develop a theory of learning science through design activities by employing a dialectical view of human activity that explicitly combines the mental and material in the same, irreducible unit of analysis. Dialectical contradictions embodied by this unit, here conceptualized as resistance experienced from a first-person perspective, constitute the inner forces that drive designing. Drawing on a large database of artifact designing constituted during a four-month unit on simple machines, we examine how resistance, in its dialectical relation to contradiction contributes to the unfolding design process and to the learning of scientific concepts and manual process skills during design. First, an inner contradiction emerges in the designers' lifeworlds as an unintended outcome or a breakdown and thereby changes the perceived world of a designer collective. Second, the dialectic of contradiction and resistance realized in this manner constitutes a moment unfolding culture of science in its concrete form embodied in individual designers and therefore contributes to the production and reproduction of culture. We conclude with a reflection on the implications our study makes to a non-dualist view of knowing and learning.
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title_short	From designing artifacts to learning science: A dialectical perspective
url	https://dx.doi.org/10.1007/s11422-006-9018-9
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author2	Roth, Wolff-Michael
author2Str	Roth, Wolff-Michael
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doi_str	10.1007/s11422-006-9018-9
up_date	2024-07-04T00:07:33.719Z
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