Reconsidering meaning making and its analytical implications for cultural studies of science education

被引：0

作者：

Arnseth H.C. ^{[2
]}

Krange I. ^{[1
]}

机构：

[1] Intermedia, University of Oslo, Oslo

[2] Department of Educational Research, University of Oslo, Oslo

来源：

Cultural Studies of Science Education | 2013年 / 8卷 / 2期

关键词：

Constructivism; Dialogism; Meaning-making; Productive interaction;

D O I：

10.1007/s11422-012-9468-1

中图分类号：

学科分类号：

摘要：

The discussion in this forum aims to push some of the ideas further and thus clarify some of the concepts used in the feature article. This includes a debate of the concepts of meaning making, procedural and conceptual learning experiences, the distinction between realism and constructivism in our research practice, and finally how to foster productive disciplinary engagement. © 2012 Springer Science+Business Media Dordrecht.

引用

页码：489 / 495

页数：6

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