Committing treason to oneself: neglecting the effectiveness of translated activities in science and environmental education

Reis, Giuliano
April 2009
Cultural Studies of Science Education;Apr2009, Vol. 4 Issue 1, p133
Academic Journal
The present is a commentary on the article authored by Oliveira, Colak, and Akerson; and as such, it should provoke readers to re-consider the study from a different perspective, one that does not prescribe any intentionality to participants’ discourse. It is also my contention that students and teachers should be treated as co-constitutives of their interactions—which, in turn, represent the concrete realization of types of interactional possibilities that are available to them in the cultural milieu of their schools and other shared social practices. Put differently, the work of the three authors should be considered as a description and articulation of different strategies to perform the same prescribed activity and the possible implications of these to the development of in-classroom instruction in the context of science and environmental education. I conclude by stating that a different set of research questions and analytical stand would have indicated a more efficient and appropriate use of the data collected. Finally, the article’s content is sometimes at odds with itself, neglecting the same cultural aspects it claims to consider relevant for the analyses presented.


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