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Intra-actions that Matter: Building for Practice in a Liberal Arts Science Course

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Material Practice and Materiality: Too Long Ignored in Science Education

Part of the book series: Cultural Studies of Science Education ((CSSE,volume 18))

Abstract

My previous exploration of material culture, outlined in Chap. 2, really activated my thinking about how I might apply my interest in instruments as material culture into a course of study that had the goal of reengaging undergraduate learners with science. In this chapter, I make a case for using phenomenology and feminist theory to build a curriculum that seeks to value the learning of the students in the course and describe the phenomena I produced in the process.

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Author information

Authors and Affiliations

  1. New York University, New York, NY, USA

    Catherine Milne

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  1. Catherine Milne
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Correspondence to Catherine Milne .

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Editors and Affiliations

  1. New York University, New York, NY, USA

    Catherine Milne

  2. University of Delaware, Newark, DE, USA

    Kathryn Scantlebury

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Milne, C. (2019). Intra-actions that Matter: Building for Practice in a Liberal Arts Science Course. In: Milne, C., Scantlebury, K. (eds) Material Practice and Materiality: Too Long Ignored in Science Education. Cultural Studies of Science Education, vol 18. Springer, Cham. https://doi.org/10.1007/978-3-030-01974-7_7

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  • DOI: https://doi.org/10.1007/978-3-030-01974-7_7

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-01973-0

  • Online ISBN: 978-3-030-01974-7

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