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ERIC Number: EJ1096562
Record Type: Journal
Publication Date: 2016-May
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0926-7220
Explaining as Mediated Action: An Analysis of Pre-Service Teachers' Account of Forces of Inertia in Non-Inertial Frames of Reference
de Pereira, Alexsandro Pereira; Lima Junior, Paulo; Rodrigues, Renato Felix
Science & Education, v25 n3-4 p343-362 May 2016
Explaining is one of the most important everyday practices in science education. In this article, we examine how scientific explanations could serve as cultural tools for members of a group of pre-service physics teachers. Specifically, we aim at their use of explanations about forces of inertia in non-inertial frames of reference. A basic assumption of our study is that explanatory tools (e.g., typical explanations learned) shape the ways we think and speak about the world. Drawing on the theory of mediated action, analysis illustrates three major claims on scientific explanations: (1) explaining is an act of actively responding to explanations presented by others (and not only to evidence itself); (2) the actual experience of explaining involves the enactment of power and authority; (3) resistance (not acknowledging an explanation as one's own) might be a constitutive part of learning how to explain (hence, teachers could approach scientific explanation in a less dogmatic way). These assertions expand the possibilities of dialogue between studies of scientific explanations and the social sciences. Implications for science teaching and research in science education are presented.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A