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Basu, Sreyashi Jhumki; Barton, Angela Calabrese – Cultural Studies of Science Education, 2009
In this rejoinder to Bryan Brown and John Reveles, we highlight the facts that (a) sociocultural theories of learning do not go far enough because they fail to address a number of issues and (b) we require concepts such as power and positionality to understand science learning.
Descriptors: Constructivism (Learning), Theories, Sociocultural Patterns, Learning Theories
Basu, Sreyashi Jhumki; Barton, Angela Calabrese; Clairmont, Neil; Locke, Donya – Cultural Studies of Science Education, 2009
In this manuscript we examine how two students develop and express agency in and through high school physics. We tell the stories of two youth from a low-income, urban community to elucidate the important components of critical science agency in a physics context, and to situate a set of claims about how youth develop and express this concept.…
Descriptors: High Schools, Physics, Researchers, Models
Milne, Catherine; Kirch, Susan; Basu, Sreyashi Jhumki; Leou, Mary; Fraser-Abder, Pamela – Cultural Studies of Science Education, 2008
We engage in a metalogue based on eight papers in this issue of "Cultural Studies of Science Education" that review the state of conceptual change research and its possible affect on the teaching and learning of science. Our discussion addresses three aspects of conceptual change research: theoretical, methodological, and practical, as we discuss…
Descriptors: Concept Formation, Scientific Concepts, Science Instruction, Teaching Methods
Basu, Sreyashi Jhumki – Cultural Studies of Science Education, 2008
In this paper, in response to Ajay Sharma's paper titled "Portrait of a science teacher as a bricoleur: A case study from India" and associated reviews, I address the value of bridging two narrative styles for describing teacher development, discuss questions of over-essentializing an Indian school context, propose that teacher and…
Descriptors: Barriers, Student Role, Research Methodology, Teacher Education