Globalizations in Student Thinking: Developing a Conceptual Framework Identifying Global Thinking in Science Classroom Talk

• In Event: The Transnational and the Global as Placed Opportunities for Learning

Abstract

This paper presents a new conceptual framework for understanding students’ thinking in science classrooms within an era globalization. Through an examination of sociology of globalization literature, the following key elements were identified: social imaginaries; delocalization along three axes: spatial, temporal, and social; and epistemic plurality. These elements are then applied to student data to present evidence of students’ global thinking in science classroom talk. Currently, no framework for identifying students’ global thinking in science education research based on sociology of globalization literature currently exists. The conceptual framework and data analysis presented in the proposed paper begins to address that gap.

Author

• Mary E. Short, The George Washington University