Abstract
This article illustrates how teachers designed new science learningenvironments and studied teaching and learning within these environments based on their readings of research in science and technology studies conducted from a social-constructivist perspective. Examples of students‘ science-related activities are drawn from a data corpus which includes several hundred hours of videotaped laboratory activities, audiotaped interviews, and student-produced artifacts collected over a period of five years in nearly 30 different science classes.
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Roth, WM. From Everyday Science to Science Education: How Science and Technology Studies Inspired Curriculum Design and Classroom Research. Science & Education 6, 373–396 (1997). https://doi.org/10.1023/A:1017909815902
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DOI: https://doi.org/10.1023/A:1017909815902