NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1084059
Record Type: Journal
Publication Date: 2015-Dec
Pages: 29
Abstractor: As Provided
ISSN: ISSN-1871-1502
A New Lens for Supporting and Studying Science Teacher Reflections: Situating the Self in the [Activity] System
Criswell, Brett; Calandra, Brendan; Puvirajah, Anton; Brantley-Dias, Laurie
Cultural Studies of Science Education, v10 n4 p891-919 Dec 2015
This paper presents a new lens for analyzing written reflections on the teaching experiences of pre-service [science] teachers. The lens, which borrows heavily from Activity Theory, allows science education researchers and teacher educators to identify tensions, disturbances, conflicts, and contradictions within teachers' written reflections as a means to help the participants situate their successes and challenges within the activity systems in which they operate. This paper describes the process through which the lens was crafted, defines the key constructs comprising the lens, applies the lens to the analysis of two purposefully selected reflection documents, and then considers the affordances of the lens. It also discusses how the insights gained from this lens have lead to new ways of facilitating reflection in pre-service science teachers, including the use of Kenneth Snelson's tensegrity sculptures as a metaphor for the goal of reflection. Finally, it connects the tensions identified in the individual reflections of two pre-service science teachers to broader issues being addressed in science education.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A