Encountering science education's capacity to affect and be affected

被引：13
作者：
Alsop, Steve [1 ,2 ]
机构：
[1] York Univ, Fac Educ, Toronto, ON, Canada
[2] York Univ, Dept Sci & Technol Studies, Toronto, ON, Canada
来源：
CULTURAL STUDIES OF SCIENCE EDUCATION | 2016年 / 11卷 / 03期
关键词：
Affect; Science; Pedagogy;
D O I：
10.1007/s11422-015-9692-6
中图分类号：
G [文化、科学、教育、体育]; C [社会科学总论];
学科分类号：
03 ; 0303 ; 04 ;
摘要：
What might science education learn from the recent affective turn in the humanities and social sciences? Framed as a response to Michalinos Zembylas's article, this essay draws from selected theorizing in affect theory, science education and science and technology studies, in pursuit of diverse and productive ways to talk of affect within science education. These discussions are framed by desires to transcend traditional epistemic boundaries and practices. The article concludes offering some associated ambiguities and tensions involved.
引用
收藏
页码：551 / 565
页数：15
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