Publication details
Instrumentation of students’ experience through the active content of science: from epistemic contact to idealizations and back again in school classrooms.
| Title in English | Instrumentation of students’ experience through the active content of science: from epistemic contact to idealizations and back again in school classrooms |
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| Authors | |
| Year of publication | 2024 |
| Type | Article in Periodical |
| Magazine / Source | International Journal of Science Education |
| MU Faculty or unit | |
| Citation | |
| Web | Odkaz na článek |
| Doi | http://dx.doi.org/10.1080/09500693.2024.2415096 |
| Keywords | Epistemic contact; instrumentation of experience; content transformation |
| Description | The paper presents an in-depth exploration of the process of the instrumentation of experience within the context of teaching and learning in schools. We focus on the role of cultural instruments, such as scientific tools and practices, in mediating human cognition and transforming students´ experience into active scientific content. The study draws on the concepts of dual mediation and the interplay between denotative and expressive aspects of cognition. We aim to (1) characterise the process of instrumentalizing students’ experience into active scientific content within the classroom and (2) propose a theoretically consistent model of instrumentation of experience for micro-level analysis of teaching and learning based on the construct of content transformation. We propose a microlevel model for analyzing the instrumentation of experience in educational settings, highlighting the interaction between the subjective, intersubjective, and objective content modalities, Kvasz’s typology of cultural genesis in science and its operationalisation through five epistemic categories (e.g. cognitive penetrability of imagination). The operational grounding of these categories is illustrated through case study examples. This model serves for microanalysis of content transformations during teaching and learning and thus to contribute to the enhancement of teaching and learning quality through classroom observations and analytical reflection. |
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