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ERIC Number: ED476755
Record Type: Non-Journal
Publication Date: 2003-Mar
Pages: 21
Abstractor: N/A
Reference Count: N/A
Improving Engagement in Science: A Biosocial System Perspective.
Hanrahan, Mary U.
The goal of my multi-study research program has been to learn how to engage all students in learning science. Most learning theories applied to science pedagogy take either a psychological or a sociocultural perspective and hence ignore either sociocultural or motivational factors when considering classroom learning. Based on my own research studies, as well as on a complex of theories from a range of disciplines, I propose including psychological, psychosocial and sociocultural perspectives in a more holistic perspective-a biosocial system perspective. Because it allows for the interdependence of the various levels of the ecological system in which learning takes place, I believe it has considerable potential to advance knowledge about teaching and learning. This biosocial system perspective focuses in particular on how the mind is affected both by the way the embodied human brain functions and by its sociocultural context. As applied to science pedagogy, it highlights neglected subconscious processes involved in interpersonal communication at both levels of activity. On the one hand, it accords a significant role in learning to intuitive processes and feelings, and interpersonal relationships, and on the other hand, addresses the potentially problematic nature of classroom discourse in science. Such a perspective grew as I carried out several research studies in science education in Brisbane, Australia, including a study that explored ways of helping disadvantaged Year 8 students engage in learning science. (Contains 68 references.) (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A