Children’s Practice of the Social Construction of Scientific Facts: A Meta-Ethnographic Synthesis

Public Deposited
Analytics

Downloadable Content

Download PDF
Request Version for Screen Reader
Last Modified
  • March 20, 2019
Creator
  • Cooper, James Buchanan
    • Affiliation: School of Education
Abstract
  • Science education researchers have attempted descriptions of the relationship between science studies and science education. Such descriptions have applied the aggregate logic of literature reviews to the interpretive works of sociologists and anthropologists. Metaethnography (Noblit & Hare, 1988) provides a framework for the synthesis of interpretive studies which may be more appropriate to describing the relationship between science education and science and technology studies. This project attempts to articulate that relationship further using Latour and Woolgar’s Laboratory Life, a seminal work in science studies, and Barton's Teaching Science For Social Justice, a study of the scientific practice of youth who live in homeless shelters. The meta-ethnographic synthesis reveals that the relationship between the two communities of scientific practice and the knowledge they use and produce does much to determine the form of that practice.
Date of publication
DOI
Resource type
Rights statement
  • In Copyright
Advisor
  • Noblit, George W.
Language
Access right
  • Open access
Date uploaded
  • October 19, 2010

Relations

Parents:

This work has no parents.

Items

Thumbnail Title Date Uploaded Visibility Actions
file details Children’s practice of the social construction of scientific facts : a meta-ethnographic synthesis 2019-04-10 Public Download