Hybrid Disciplinary Spaces: Navigating Writing in a Science Education Classroom

Abstract

Science education is an interdisciplinary field of enquiry with conceptual frameworks drawing from the foundational disciplines of education, besides the multiple sub-disciplines of science. An interdisciplinary understanding has been critical to postgraduate courses in science education. However, students continue to have a conventional understanding of the nature and practices of science, based on predominant experiences at school and undergraduate education. This article analyses two assignments which draw upon philosophical and sociological perspectives in science. It discusses the development of hybrid spaces for students in understanding and navigating the disciplines and their interests. Conceptual and rhetorical elements, particularly emphasising students’ extension of inferences and projection of personae, are illustrated as elements of the forward and backward search strategies. Such assignments are essential to develop a richer understanding of the nature of science and its complex interpretation compared to typical deifications in textbooks and pedagogic approaches. They also support students with diverse interests and backgrounds to navigate different disciplines and unique interests through the development of ‘hybrid spaces’. Such spaces, at the boundaries of disciplines, writing conventions and students’ interests develop and reshape conventional understanding.