Time and temporality as mediators of science learning
Few studies have focused on understanding how teaching and learning in classrooms are mediated by other dimensions of the organizational systems of which education is an integral part. Our seven-year ethnographic study of an urban high school shows how time and temporality constitute key practical and theoretical resources to the actors in the cultural organization of schools, a product of transactions involving individuals and artifacts that traverse multiple cultural fields, each with its own distinctive structures
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|Item Type:||Journal Article|
|Keywords:||Time, Learning, Science Education, Curriculum, Organization|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)|
|Divisions:||Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2008 John Wiley & Sons|
|Copyright Statement:||The definite version is available on publication at www3.interscience.wiley.com|
|Deposited On:||21 Aug 2008 00:00|
|Last Modified:||25 Mar 2013 08:07|
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