Sociocultural approaches to learning science in classrooms

January 16th, 2006 | RESEARCH

This paper will review literature on learning science in K-8 classrooms by asking and answering three major questions: Who learns science in classrooms? How is science learned in classrooms? What science is learned in classrooms? These questions will be addressed from a sociocultural perspective, which means that the unit of analysis (both theoretically and methodologically) should include both the individual and the social world. Thus, the proposed connections between causes and outcomes must include contextual as well as psychological factors.



Team Members

Ellice Forman, Author, University of Pittsburgh
Wendy Sink, Author, University of Pittsburgh


Audience: Educators | Teachers | Elementary School Children (6-10) | Middle School Children (11-13)
Discipline: Education and learning science | General STEM | Social science and psychology
Resource Type: Reference Materials | Report
Environment Type: Informal | Formal Connections | K-12 Programs