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How Matter comes to Matter in the Diffractive Analysis: Scientific Phenomena as Co-creators of Knowledge Production
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.ORCID iD: 0000-0001-5417-7432
2019 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

The aim of the study is to highlight how matter/nonhumans (scientific phenomena included) come to matter in the analytical work in a research project on emergent science and gender in preschool. The study combines perspectives from emergent science (Siraj-Blatchford, 2001), new materialism (Barad, 2007; de Freitas and Palmer, 2016), and gender theory (Barad, 2003). The data for this paper comes from a field study in a Swedish preschool, in a group of 25 children (five years old) and three teachers, and consists of a video sequence of the co-acting of a girl, a swing, gravity and kinetic energy (etc.). The analysis is guided by a new materialist perspective, especially Barad’s (2007) theory of agential realism as well as diffractive methodology. In a new materialist perspective, knowledge production is seen as material-discursive processes, occurring in intra-activity where both humans and nonhumans are seen as agents (Barad, 2007). To strengthen the focus on the scientific phenomena as agents the thought of: “Scientific concepts as ’material articulations’ of the world intra-acting with all other matter and meaning” is brought in from de Freitas and Palmer (2016, p. 1201). Early findings show that when being attentive to how matter/nonhumans work as agents in the knowledge production not only epistemological but also ontological questions came to matter in the data. The squeaking and mowing swing and kinetic energy posed and actualized questions, besides questions of learning science, also questions of becoming, of bodily experiences with scientific phenomena and identity construction. A contemporary challenge in science education research thus becomes to see that when it comes to “the beauty and pleasure of understanding” entanglements, feelings and embodiment are of great importance in contrast to the traditional image of knowledge as constructed from an “outside observer” – especially when it comes to exploring (children’s) scientific identity construction.    

Place, publisher, year, edition, pages
2019.
Keywords [en]
Knowledge Construction, Emotion, Video Analysis
National Category
Didactics
Identifiers
URN: urn:nbn:se:uu:diva-392304OAI: oai:DiVA.org:uu-392304DiVA, id: diva2:1347802
Conference
ESERA, Bologna, Italien, 26-30 August, 2019.
Available from: 2019-09-02 Created: 2019-09-02 Last updated: 2019-09-06Bibliographically approved

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fulltext(178 kB)16 downloads
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Günther-Hanssen, Anna
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CiteExportLink to record
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Citation style
  • apa
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