Time and temporality as mediators of science learning
Wolff-Michael Roth 1 *, Kenneth Tobin 2, Stephen M. Ritchie 3
1Applied Cognitive Science, University of Victoria, Victoria, BC V8W 3N4, Canada
2Urban Education, Graduate Center, City University of New York, New York, NY 10016-4309, USA
3Mathematics, Science, and Technology Education, Queensland University of Technology, Kelvin Grove, Q'ld 4059, Australia
email: Wolff-Michael Roth (mroth@uvic.ca)
*Correspondence to Wolff-Michael Roth, Applied Cognitive Science, University of Victoria, Victoria, BC V8W 3N4, Canada
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 7-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. © 2007 Wiley Periodicals, Inc. Sci Ed 92:115-140, 2008
Received: 6 May 2007; Revised: 17 July 2007; Accepted: 18 July 2007
DOI: 10.1002/sce.20238
