期刊名称：International Journal of Environmental and Science Education
电子版ISSN：1306-3065
出版年度：2013
卷号：8
期号：1
页码：131-161
出版社：IJESE
摘要：In the context of an education reform in Québec, this case study illustrates how a science teacher’s practice was redefined with nine classes over a period of four months on a specif-ic, integrative theme inspired by issues of daily life in an attempt to increase her students’ motivation and to better make sense of some scientific concepts prescribed in the new cur-riculum. Activity theory was used as a theoretical and methodological framework to ana-lyze the development of the activity and revealed to be a fruitful approach to better under-stand real-life and complex situations within a school community. Special attention was given to dynamic relations and changes that took place as the activity was unfolding. The contribution of the nine classes in the analyzed activity was possible due to the collabora-tion of several members of the school community who shared the same goals and who sought to transform the learning environment.
关键词：activity theory; curriculum studies; science teaching; teacher’s practice
