Community-Based Science Education Research: Narratives From a Filipino Barangay
Much of the research in science education has focused on psychological analyses of learning, specifically attending to issues of conceptual understanding by individual students. More recently, researchers have begun to explore learning as a socially-mediated phenomenon (Greeno, Collins, & Resnick, 1996; Rogoff & Lave, 1984; Salomon, 1993; Vygotsky, 1978), thus taking into account the ways learning may be influenced by social means (Cobb, 1994; Lemke, 2001). Accordingly, sociocultural research strives “to explicate the relationships between human action, on the one hand, and the cultural, institutional, and historical situations in which this action occurs, on the other” (Wertsch, Río, & Alvarez, 1995, p. 11). Framed in terms of science education, Jay Lemke asserts:
For the most part, studies in science education have focused on creating “science communities” wherein the goals and practices of science education are intended to reproduce canonical science knowledge and/or scientific practices. What happens, however, when students leave the science classroom community wherein the discursive practices and knowledge of science may not be central to making sense of everyday knowledge and actions? What is meaningful science education in relation to a student’s lifeworld beyond the classroom? Who has the knowledge and agency to determine what is regarded as meaningful practices of science education?