The Spatial Dimension of Practical Work: Mechanisms of Exclusion in Fieldwork and Lab-based teaching in Higher Education
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The Spatial Dimension of Practical Work : Mechanisms of Exclusion in Fieldwork and Lab-based teaching in Higher Education. / Malm, Rie Hjørnegaard; Ryberg, Marie.
2023. Abstract from ESERA 2023, Turkey.Research output: Contribution to conference › Conference abstract for conference › Research › peer-review
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TY - ABST
T1 - The Spatial Dimension of Practical Work
T2 - ESERA 2023
AU - Malm, Rie Hjørnegaard
AU - Ryberg, Marie
PY - 2023
Y1 - 2023
N2 - Practical work is often highlighted as having a potential for high quality learning, and as a key component of research-based teaching in higher education. While critics in science education have pointed to the lack of clarity about the conceptions and aims of practical work, few have pointed to the mechanisms of in- and exclusion involved in practical work. This paper examines the intersection of tacit knowledge with student identities, focusing on the spatial dimension of practical work in higher education. Comparing ethnographic studies of fieldwork in geology and lab-based teaching in the experimental sciences, the paper shows that the ways in which students and teachers are distributed in space manifest patterns of in- and exclusion. Combining theories of tacit knowledge with recent theorizing of space and exclusion in education, the paper discusses the consequences of such basic aspects as proximity to teachers and access to interaction for who benefits from practical work. The paper argues that a clearer conception of practical work requires attention to the spatial dimension and its implications for the educational opportunities of students to access and interact with teachers.
AB - Practical work is often highlighted as having a potential for high quality learning, and as a key component of research-based teaching in higher education. While critics in science education have pointed to the lack of clarity about the conceptions and aims of practical work, few have pointed to the mechanisms of in- and exclusion involved in practical work. This paper examines the intersection of tacit knowledge with student identities, focusing on the spatial dimension of practical work in higher education. Comparing ethnographic studies of fieldwork in geology and lab-based teaching in the experimental sciences, the paper shows that the ways in which students and teachers are distributed in space manifest patterns of in- and exclusion. Combining theories of tacit knowledge with recent theorizing of space and exclusion in education, the paper discusses the consequences of such basic aspects as proximity to teachers and access to interaction for who benefits from practical work. The paper argues that a clearer conception of practical work requires attention to the spatial dimension and its implications for the educational opportunities of students to access and interact with teachers.
M3 - Conference abstract for conference
Y2 - 28 August 2023 through 1 September 2023
ER -
ID: 366783401