서브메뉴
검색
Scientific Citizenship in a Preschool Classroom: Scientific Ways of Knowing and Being That Build Community and Undermine Neoliberalism in Education
Scientific Citizenship in a Preschool Classroom: Scientific Ways of Knowing and Being That Build Community and Undermine Neoliberalism in Education
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202105706
- ISBN
- 9798263311032
- DDC
- 370
- 서명/저자
- Scientific Citizenship in a Preschool Classroom: Scientific Ways of Knowing and Being That Build Community and Undermine Neoliberalism in Education
- 발행사항
- [Sl] : The Ohio State University, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 196 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-05, Section: A.
- 주기사항
- Advisor: Hikida, Michiko.
- 학위논문주기
- Thesis (Ph.D.)--The Ohio State University, 2025.
- 초록/해제
- 요약I pursued this study because I wanted to understand how one preschool teacher helped her students to become scientific citizens (Irwin, 1995, 2015). My research contributes to a body of literature that critically examines science in K-12 education, seeking to undermine hegemonic oppression through humanizing pedagogy.Using ethnographically informed methods, including participant observation, I observed how a teacher engaged in pedagogical discoursing (Bloome et al., 2022) with her students, how her discoursing was shaped by her ideological structures (Erickson, 2004), and the consequences her practice had on the students? emergent becoming (Davies, 2022). I used Reflexive Thematic Analysis (Braun & Clarke, 2021) and discourse analysis to understand how the teacher supported scientific citizenship during group learning experiences that utilized pedagogy for scientific ways of knowing. For this study, I conceptualize science in alignment with the Nature of Science (Lederman, 1992), specifically in that it is a human-centered way of thinking and constructing knowledge unbound to any one curriculum and therefore applicable to any human learning experience.I found that the teacher's pedagogical ideologies of safety shaped her pedagogy, specifically her beliefs that she and her students were a classroom community family and that conversation built and sustained relationships. Establishing an environment of safety, she made space for students to scientifically explore daily learning during both traditionally science-related topics and general preschool topics like citizenship skills. Specifically, she utilized conversational inquiry and embodied imagining (Warren et al., 2001) as tools for pedagogy.I refer to this approach wherein science and citizenship are interwoven as Emergent Scientific Citizenship (Irwin, 2015). I argue that positioning scientific thinking as a basic tenet of citizenship creates a humanizing approach that counters the harmful neoliberal tendencies in STEM. Whereas the current conception of K-12 education in general, and STEM education in particular, tends to focus on meritocratic hire ability and capitalist, entrepreneurial pursuits, Scientific Citizenship takes up Irwin's concept of Citizen Science (1995) to propose a global community that can create more equitable and sustainable futures through collaborative, scientific problem-solving. I conclude that a focus on science as a human endeavor (Kneller, 1978; NSTA, 2020) in concert with citizenship development has implications for potentially reshaping current conceptions of STEM and undermining neoliberalism in schooling.
- 일반주제명
- Pedagogy
- 일반주제명
- Science education
- 일반주제명
- Education
- 일반주제명
- Social research
- 일반주제명
- Educational philosophy
- 키워드
- Science
- 키워드
- Preschool
- 키워드
- Neoliberalism
- 키워드
- Global community
- 기타저자
- The Ohio State University EDU Teaching and Learning
- 기본자료저록
- Dissertations Abstracts International. 87-05A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008260126s2025 us c eng d■001000017361101
■00520260202105706
■006m o d
■007cr#unu||||||||
■020 ▼a9798263311032
■035 ▼a(MiAaPQ)AAI32412307
■035 ▼a(MiAaPQ)OhioLINK:osu1749570884419082
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aSpurlock, Joseph Wallace.
■24510▼aScientific Citizenship in a Preschool Classroom: Scientific Ways of Knowing and Being That Build Community and Undermine Neoliberalism in Education
■260 ▼a[Sl]▼bThe Ohio State University▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a196 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-05, Section: A.
■500 ▼aAdvisor: Hikida, Michiko.
■5021 ▼aThesis (Ph.D.)--The Ohio State University, 2025.
■520 ▼aI pursued this study because I wanted to understand how one preschool teacher helped her students to become scientific citizens (Irwin, 1995, 2015). My research contributes to a body of literature that critically examines science in K-12 education, seeking to undermine hegemonic oppression through humanizing pedagogy.Using ethnographically informed methods, including participant observation, I observed how a teacher engaged in pedagogical discoursing (Bloome et al., 2022) with her students, how her discoursing was shaped by her ideological structures (Erickson, 2004), and the consequences her practice had on the students? emergent becoming (Davies, 2022). I used Reflexive Thematic Analysis (Braun & Clarke, 2021) and discourse analysis to understand how the teacher supported scientific citizenship during group learning experiences that utilized pedagogy for scientific ways of knowing. For this study, I conceptualize science in alignment with the Nature of Science (Lederman, 1992), specifically in that it is a human-centered way of thinking and constructing knowledge unbound to any one curriculum and therefore applicable to any human learning experience.I found that the teacher's pedagogical ideologies of safety shaped her pedagogy, specifically her beliefs that she and her students were a classroom community family and that conversation built and sustained relationships. Establishing an environment of safety, she made space for students to scientifically explore daily learning during both traditionally science-related topics and general preschool topics like citizenship skills. Specifically, she utilized conversational inquiry and embodied imagining (Warren et al., 2001) as tools for pedagogy.I refer to this approach wherein science and citizenship are interwoven as Emergent Scientific Citizenship (Irwin, 2015). I argue that positioning scientific thinking as a basic tenet of citizenship creates a humanizing approach that counters the harmful neoliberal tendencies in STEM. Whereas the current conception of K-12 education in general, and STEM education in particular, tends to focus on meritocratic hire ability and capitalist, entrepreneurial pursuits, Scientific Citizenship takes up Irwin's concept of Citizen Science (1995) to propose a global community that can create more equitable and sustainable futures through collaborative, scientific problem-solving. I conclude that a focus on science as a human endeavor (Kneller, 1978; NSTA, 2020) in concert with citizenship development has implications for potentially reshaping current conceptions of STEM and undermining neoliberalism in schooling.
■590 ▼aSchool code: 0168.
■650 4▼aPedagogy
■650 4▼aScience education
■650 4▼aEarly childhood education
■650 4▼aEducation
■650 4▼aSocial research
■650 4▼aEducational philosophy
■653 ▼aScience
■653 ▼aPreschool
■653 ▼aNeoliberalism
■653 ▼aHumanizing pedagogy
■653 ▼aGlobal community
■690 ▼a0344
■690 ▼a0714
■690 ▼a0518
■690 ▼a0998
■690 ▼a0515
■690 ▼a0456
■71020▼aThe Ohio State University▼bEDU Teaching and Learning.
■7730 ▼tDissertations Abstracts International▼g87-05A.
■790 ▼a0168
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17361101▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
