Material Practice and Materiality: Too Long Ignored in Science Education (Cultural Studies of Science Education Book 18)

In this book various scholars explore __the material__ in science and science education and its role in scientific practice, such as those practices that are key to the curriculum focuses of science education programs in a number of countries. As a construct, __culture__ can be understood __as material and social practice__. This definition is useful for informing researchers' nuanced explorations of the nature of science and inclusive decisions about the practice of science education (Sewell, 1999). As fields of material social practice and worlds of meaning, cultures are contradictory, contested, and weakly bounded. The notion of culture as material social practices leads researchers to accept that material practice is as important as conceptual development (social practice). However, in education and science education there is a tendency to ignore material practice and to focus on social practice with language as the arbiter of such social practice. Often material practice, such as those associated with scientific instruments and other apparatus, is ignored with instruments understood as "inscription devices", conduits for language rather than sources of material culture in which scientists share “material other than words” (Baird, 2004, p. 7) when they communicate new knowledge and realities. While we do not ignore the role of language in science, we agree with Barad (2003) that perhaps language has too much power and with that power there seems a concomitant loss of interest in exploring how matter and machines (instruments) contribute to both ontology and epistemology in science and science education. Front Matter ....Pages i-viii Introduction: Bringing Matter into Science Education (Kathryn Scantlebury, Catherine Milne)....Pages 1-5 Front Matter ....Pages 7-7 The Materiality of Scientific Instruments and Why It Might Matter to Science Education (Catherine Milne)....Pages 9-23 The Materiality of Materials and Artefacts Used in Science Classrooms (Kathrin Otrel-Cass, Bronwen Cowie)....Pages 25-37 Using Spacetimemattering to Engage Science Education with Matter and Material Feminism (Kathryn Scantlebury, Anna T. Danielsson, Anita Hussénius, Annica Gullberg, Kristina Andersson)....Pages 39-50 The Ethical and Sociopolitical Potential of New Materialisms for Science Education (Shakhnoza Kayumova, Jesse Bazzul)....Pages 51-64 Front Matter ....Pages 65-65 Positing An(Other) Ontology: Towards Different Practices of Ethical Accountability Within Multicultural Science Education (Marc Higgins)....Pages 67-79 Intra-actions that Matter: Building for Practice in a Liberal Arts Science Course (Catherine Milne)....Pages 81-100 How Does Matter Matter in Preschool Science? (Sofie Areljung)....Pages 101-114 Front Matter ....Pages 115-115 New Materialisms and Science Classrooms: Diagramming Ontologies and Critical Assemblies (Jesse Bazzul, Sara Tolbert, Shakhnoza Kayumova)....Pages 117-130 Agency, Materiality and Relations in Intra-action in a Kindergarten Science Investigation (Jana Maria Haus, Christina Siry)....Pages 131-150 From Lab to Lecture? Science Teachers’ Experiences Translating Materiality in Lab-Based Research Experiences into Classroom Practice (Nancy P. Morabito)....Pages 151-164 Front Matter ....Pages 165-165 Sociomaterial Relations in Asynchronous Learning Environments (Shannon M. Burcks, Marcelle A. Siegel, Christopher D. Murakami, Rose M. Marra)....Pages 167-185 Affordances Offered by the Material Nature of a Website Designed for Teacher Learning (Paul Davies, Shirley Simon)....Pages 187-200 Teachers as Participatory Designers of a Professional Development Website (Shirley Simon, Paul Davies)....Pages 201-216 Learning Matter: The Force of Educational Technologies in Cultural Ecologies (Cathrine Hasse)....Pages 217-229 Front Matter ....Pages 231-231 Communicating Through Silence: Examining the Unspoken, the Unsaid, and the “Not Done” in Science Education (Kathryn Scantlebury, Anna T. Danielsson, Anita Hussénius, Annica Gullberg, Kristina Andersson)....Pages 233-244 Conclusion: Telling Us What to Do. Moving on in a Material World (Catherine Milne, Kathryn Scantlebury)....Pages 245-250 Back Matter ....Pages 251-252