Exploring science learning through posthumanist lenses: Towards research on inclusion and equity in outside the classroom activities

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Exploring science learning through posthumanist lenses : Towards research on inclusion and equity in outside the classroom activities. / Durall Gazulla, Eva; Leinonen, Teemu.

2019. Abstract from International Conference on Computer Supported Collaborative Learning, Lyon, France.

Research output: Contribution to conferenceAbstractScientific

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Durall Gazulla, E & Leinonen, T 2019, 'Exploring science learning through posthumanist lenses: Towards research on inclusion and equity in outside the classroom activities' International Conference on Computer Supported Collaborative Learning, Lyon, France, 17/06/2019 - 21/06/2019, .

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Durall Gazulla E, Leinonen T. Exploring science learning through posthumanist lenses: Towards research on inclusion and equity in outside the classroom activities. 2019. Abstract from International Conference on Computer Supported Collaborative Learning, Lyon, France.

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@conference{55ac74ad23c241d4826b476beb546446,
title = "Exploring science learning through posthumanist lenses: Towards research on inclusion and equity in outside the classroom activities",
abstract = "Supporting inclusion and equity is a growing concern in science education, because of lack of diversity and equality of participation. In this study, we explore the challenges liberal humanist education and binary divides poses to science learning outside the classroom. We consider that the adoption of posthumanist lenses can offer another view to the challenges that might had been overlooked so far, and may help us to find solutions to support inclusion and equity in science education.In this research, we have conducted contextual inquiry, which consisted in field observations and interviews conducted with more than 100 people in a diversity of non-formal and informal science learning contexts. The analysis of the data resulted in the identification of three main challenges that young people faced for engaging in non-formal and informal science learning:(1) barriers to access scientific culture, (2) connecting science to learners’ self-concepts, (3) sustaining interest on scientific thinking and topics. Based on the contextual inquiry, we suggest that the adoption of a relational materialist approach to science education could have a positive impact on inclusion and equity. In out of school science learning the relational materialism could enable learners explore the multiple interconnections of diverse areas of knowledge and inform the design of alternative third space learning environments, as well as artefact and materials that can be taken in use in them. Finally, we discuss the opportunities for developing particular ways of thinking and approaching learning that arise from the interplay between materials and digital (material).",
author = "{Durall Gazulla}, Eva and Teemu Leinonen",
year = "2019",
language = "English",
note = "International Conference on Computer Supported Collaborative Learning, CSCL ; Conference date: 17-06-2019 Through 21-06-2019",
url = "https://cscl2019.com/",

}

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TY - CONF

T1 - Exploring science learning through posthumanist lenses

T2 - Towards research on inclusion and equity in outside the classroom activities

AU - Durall Gazulla, Eva

AU - Leinonen, Teemu

PY - 2019

Y1 - 2019

N2 - Supporting inclusion and equity is a growing concern in science education, because of lack of diversity and equality of participation. In this study, we explore the challenges liberal humanist education and binary divides poses to science learning outside the classroom. We consider that the adoption of posthumanist lenses can offer another view to the challenges that might had been overlooked so far, and may help us to find solutions to support inclusion and equity in science education.In this research, we have conducted contextual inquiry, which consisted in field observations and interviews conducted with more than 100 people in a diversity of non-formal and informal science learning contexts. The analysis of the data resulted in the identification of three main challenges that young people faced for engaging in non-formal and informal science learning:(1) barriers to access scientific culture, (2) connecting science to learners’ self-concepts, (3) sustaining interest on scientific thinking and topics. Based on the contextual inquiry, we suggest that the adoption of a relational materialist approach to science education could have a positive impact on inclusion and equity. In out of school science learning the relational materialism could enable learners explore the multiple interconnections of diverse areas of knowledge and inform the design of alternative third space learning environments, as well as artefact and materials that can be taken in use in them. Finally, we discuss the opportunities for developing particular ways of thinking and approaching learning that arise from the interplay between materials and digital (material).

AB - Supporting inclusion and equity is a growing concern in science education, because of lack of diversity and equality of participation. In this study, we explore the challenges liberal humanist education and binary divides poses to science learning outside the classroom. We consider that the adoption of posthumanist lenses can offer another view to the challenges that might had been overlooked so far, and may help us to find solutions to support inclusion and equity in science education.In this research, we have conducted contextual inquiry, which consisted in field observations and interviews conducted with more than 100 people in a diversity of non-formal and informal science learning contexts. The analysis of the data resulted in the identification of three main challenges that young people faced for engaging in non-formal and informal science learning:(1) barriers to access scientific culture, (2) connecting science to learners’ self-concepts, (3) sustaining interest on scientific thinking and topics. Based on the contextual inquiry, we suggest that the adoption of a relational materialist approach to science education could have a positive impact on inclusion and equity. In out of school science learning the relational materialism could enable learners explore the multiple interconnections of diverse areas of knowledge and inform the design of alternative third space learning environments, as well as artefact and materials that can be taken in use in them. Finally, we discuss the opportunities for developing particular ways of thinking and approaching learning that arise from the interplay between materials and digital (material).

M3 - Abstract

ER -

ID: 35195192