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Instrumentation of students' experience through the active content of science: from epistemic contact to idealizations and back again in school classrooms.

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Title: Instrumentation of students' experience through the active content of science: from epistemic contact to idealizations and back again in school classrooms.
Authors: Kohout, Jiří1 (AUTHOR), Slavík, Jan2 (AUTHOR), Janík, Tomáš3 (AUTHOR), Kuberská, Markéta4 (AUTHOR), Stacke, Václav4 (AUTHOR), Češková, Tereza5 (AUTHOR) ceskova@ped.muni.cz, Najvar, Petr5 (AUTHOR)
Source: International Journal of Science Education. Mar2026, Vol. 48 Issue 4, p508-534. 27p.
Subject Terms: *Science education, *Cognitive development, *Cognitive ability, *Assessment of education, Scientific apparatus & instruments, Modality (Theory of knowledge)
Abstract: The paper presents an in-depth exploration of the process of the instrumentation of experience within the context of teaching and learning in schools. We focus on the role of cultural instruments, such as scientific tools and practices, in mediating human cognition and transforming students´ experience into active scientific content. The study draws on the concepts of dual mediation and the interplay between denotative and expressive aspects of cognition. We aim to (1) characterise the process of instrumentalizing students' experience into active scientific content within the classroom and (2) propose a theoretically consistent model of instrumentation of experience for micro-level analysis of teaching and learning based on the construct of content transformation. We propose a micro-level model for analyzing the instrumentation of experience in educational settings, highlighting the interaction between the subjective, intersubjective, and objective content modalities, Kvasz's typology of cultural genesis in science and its operationalisation through five epistemic categories (e.g. cognitive penetrability of imagination). The operational grounding of these categories is illustrated through case study examples. This model serves for micro-analysis of content transformations during teaching and learning and thus to contribute to the enhancement of teaching and learning quality through classroom observations and analytical reflection. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Science Education is the property of Routledge and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
An: 191833978
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Instrumentation of students' experience through the active content of science: from epistemic contact to idealizations and back again in school classrooms.
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Science+Education%22">International Journal of Science Education</searchLink>. Mar2026, Vol. 48 Issue 4, p508-534. 27p.
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  Data: *<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+development%22">Cognitive development</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Assessment+of+education%22">Assessment of education</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+apparatus+%26+instruments%22">Scientific apparatus & instruments</searchLink><br /><searchLink fieldCode="DE" term="%22Modality+%28Theory+of+knowledge%29%22">Modality (Theory of knowledge)</searchLink>
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  Data: The paper presents an in-depth exploration of the process of the instrumentation of experience within the context of teaching and learning in schools. We focus on the role of cultural instruments, such as scientific tools and practices, in mediating human cognition and transforming students´ experience into active scientific content. The study draws on the concepts of dual mediation and the interplay between denotative and expressive aspects of cognition. We aim to (1) characterise the process of instrumentalizing students' experience into active scientific content within the classroom and (2) propose a theoretically consistent model of instrumentation of experience for micro-level analysis of teaching and learning based on the construct of content transformation. We propose a micro-level model for analyzing the instrumentation of experience in educational settings, highlighting the interaction between the subjective, intersubjective, and objective content modalities, Kvasz's typology of cultural genesis in science and its operationalisation through five epistemic categories (e.g. cognitive penetrability of imagination). The operational grounding of these categories is illustrated through case study examples. This model serves for micro-analysis of content transformations during teaching and learning and thus to contribute to the enhancement of teaching and learning quality through classroom observations and analytical reflection. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of International Journal of Science Education is the property of Routledge and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/09500693.2024.2415096
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        Text: English
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        Type: general
      – SubjectFull: Cognitive development
        Type: general
      – SubjectFull: Cognitive ability
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      – SubjectFull: Assessment of education
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      – SubjectFull: Scientific apparatus & instruments
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      – SubjectFull: Modality (Theory of knowledge)
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      – TitleFull: Instrumentation of students' experience through the active content of science: from epistemic contact to idealizations and back again in school classrooms.
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              Text: Mar2026
              Type: published
              Y: 2026
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