Typical Interactionism in Chemistry Education Research

Symbolic interactionism in chemistry education research l.jpg
1 / 13
1258 days ago, 462 views
PowerPoint PPT Presentation
Grounded in components of the sociological hypotheses of George Herbert Mead (Chicago, 1863-1931).Student of Mead, Herbert Blumer, instituted the saying

Presentation Transcript

Slide 1

´╗┐Typical Interactionism in Chemistry Education Research Dawn Del Carlo University of Northern Iowa 19 th BCCE, Purdue University Aug 2, 2006

Slide 2

Brief History and Schools of Thought Grounded in components of the sociological speculations of George Herbert Mead (Chicago, 1863-1931). Understudy of Mead, Herbert Blumer, instituted the saying "typical Interaction". Center here will associate with Mead's Chicago School of thought however others exist: Manford Kuhn, Old Iowa School Carl Couch, New Iowa School Sheldon Stryker, Indiana School

Slide 3

Goals of Symbolic Interactionism Main objective is to see how individuals act in light of the definitions and implications they hold of their general surroundings. Three premises: Humans act toward articles on the premise of the implications these items have for them. Implications develop from social cooperation. Implications are set up and altered through an interpretive procedure

Slide 4

Assumptions Ontological (Assumptions about reality) Reality is socially developed and always showing signs of change (interpretivism) An individual's world depends on what is observed to be "valuable" (sober mindedness) Behavioral Somewhat behavioristic in nature however not in view of intuition Behavior rather comes about because of a deciphered importance which is then further built through the social connection of that conduct.

Slide 5

Methods Appropriate to Symbolic Interaction Participant Observation Critical to reporting the watched conduct inside the social connection Challenge is to wind up some portion of the gathering enough to comprehend it as a "local" however yet additionally have the capacity to venture back and portray to others. Meets and Collected Artifacts Used to supplement the perceptions and reveal the hidden implications behind the watched practices.

Slide 6

Data Analysis Grounded Theory/Inductive Analysis Use gathered information as beginning stage for the era of hypothesis Preliminary information manage the heading of future information accumulation so should be dissected as it is gathered Not used to stick indicate what watch, just to recommend in which bearing to look

Slide 7

Criticisms Social Construction of Meaning Little consideration paid to mental phenomema intrinsic to the individual Treats human feeling, yearning, and intentions as socially developed elements (much to Freud and Jung's daunt) Lack of Generalizability and Bias Socially built implications are contextualized inside the particular get-together, which is never indistinguishably rehashed Participant eyewitnesses may impact communications to mirror a specific predisposition and thusly produce distinctive speculations

Slide 8

Potential Educational Benefits of SI Research Classroom atmosphere and culture Pre-and In-Service educator training programs Culture of science and logical research

Slide 9

Selected Examples of Research utilizing SI Pre-Service Preparation Student Teaching Experience (Abell & Roth, 1992; 1994; Southerland & Gess-Newsome, 1999) Focus on pre-administration instructors' understandings and learning and how those showed themselves as practices in the classroom amid their understudy showing Teaching Methods Course (McGinnis & Pearsall, 1998) Examined how results of a strategies course were influenced by the nearness of a male teacher in a class with an overwhelmingly female enlistment.

Slide 10

Selected Examples of Research utilizing SI In-Service Teacher Practices Focus on associations between instructors' understandings of science substance, instructional method and academic substance and their resultant classroom rehearses. Starting educators (Simmons et. al., 1999; McGinnis et. al. 2004) Specific qualities of educating with respect to impression of "minding" (Van Sickle & Spector, 1996), feeling of expert "self" (Helms, 1998), and involvement in proficiency (Dillon, et. al., 1994). Curricular change hones (Gohn 2004) Focus on educator instructor associations inside the gathering

Slide 11

Selected Examples of Research utilizing SI Student Perspectives of Culture Science Classroom (Smardon, 2004) "road" versus science classroom set of accepted rules Science Ed. Far reaching (Hyde-Gess-Newsome, 1999) Experiences of female SME majors who held on in their majors Science as an establishment Student impression of the "way of life" of science as to socio-logical predicaments (Zeidler, 2002) Compare classroom lab with "genuine" labs (Del Carlo & Bodner, 2004)

Slide 12

Final Words on Symbolic Interactionism Consider it an exploratory structure Does not offer simple answers or answers for "settling" an issue Offers an expansive, however not generalizable, comprehension of a social setting and its current implications Once the marvels are comprehended, different reviews can be utilized to roll out suitable improvements in the social implications and thusly the watched conduct

Slide 13

Acknowledgments George Bodner MaryKay Orgill Theresa Winge MaryBeth Stalp