Material-dialogic space as a framework for understanding material and embodied interaction science education

ABSTRACT

Background

This special issue offers a substantial contribution to the field, outlining how materiality and embodiment offer insights into science learning with respect to argumentation, use of diagrams and gestures to understand abstract concepts, the role of materiality in digital learning and the importance of material and embodied interactions in investigations, plurilingual settings and in the positioning and identities of learners of science.

Purpose

This paper responds to the special issue by outlining a distinctive theoretical framework for understanding materiality and embodiment in science education: a conceptualisation of material-dialogic space. Contrasting this framework with the multimodal, social semiotic and narrative ethnographic frames used in the studies in this special issue, this paper argues that by examining materiality as voices within a material-dialogic space, new insights into dialogic learning and ‘becoming’ in science are possible.

Discussion

In this paper, I discuss the papers in this special issue using the conceptualisation of material-dialogic space, grouped according to three areas of interest in science education: methods of analysing materiality, meaning-making in science through ‘doing’ and ‘thinking’ science, and science identities. A means by which material-dialogic space might be examined empirically is proposed, and how this enables an approach to think about thinking and doing science that focuses on the relationality of materials, bodies and language in science meaning-making is explored. The notion of becoming, changing and being changed through participation in a material-dialogic relational space is proposed as an approach to thinking about ‘being’ in science and science identities. The role of material-dialogic space with respect to spaces of science learning is raised as a key question.

Conclusion

This paper highlights the lively open questions in the field of materiality and embodiment in science education, whilst offering the concept of material-dialogic space as an important avenue for studying these questions.

KEYWORDS:

• Material-dialogic
• materiality
• embodiment
• science identity

Acknowledgments

Thanks to the editors of this Special Issue for inviting me to contribute this piece. Thanks also to the authors of the articles in the Special Issue for their interesting work which has invited and enabled me to develop the ideas presented here.

Disclosure statement

No potential conflict of interest was reported by the author(s).