Activity Theory in Formal and Informal Science Education by Katerina Plakitsi (auth.), Katerina Plakitsi (eds.)

By Katerina Plakitsi (auth.), Katerina Plakitsi (eds.)

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Mind, Culture, and Activity, 16, 64–82. Heidegger, M. (1982). The basic problems of phenomenology (A. ). Bloomington, IN (German original first published in: Martin Heidegger, Gesamtausgabe, II. Abteilung: Vorlesungen 1923–1944, Bd. M. 1975). Heidegger, M. (1992). Being and time (J. Macquarrie & E. ). London: SCM Press, 1962; re-translated by Joan Stambaugh (Albany, NY: State University of New York Press, 1996). Jahreie, C. , & Ottesen, E. (2010). Construction of boundaries in teacher education: Analyzing student teachers’ accounts.

Cole (2005) described context as not just “that which surrounds” some specified unit “in the middle”; rather, he observes, an “act in its context” is “that which weaves together” (pp. 212–215). Overall, Ogawa and fellows attempting to unite CHAT and IT, rely on two heuristics: Engeström’s (1987) model of activity systems and Leavitt’s (1965) model of organizations. As a fruitful framework, CHAT provokes the contributions that people make to their learning in combination with all those the sociocultural world offers.

Blunden, 2010b, p. 6) Prominent science educators see the unity of psychology and sociology in science education and/or propose to reconstruct science education into the intersection of them. Kincheloe and Tobin (2009) write about the positivistic dualism underlying some research: A central dimension of our argument is that many of the tenets of positivism are so embedded within Western culture, academia, and the world of education in particular that they are often invisible to researchers and those who consume their research.

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