Working the network : initiating a new science and technology course
department or school: Education, Faculty of
department or school: Curriculum and Pedagogy (EDCP), Department of
data provider: DSpace
degree campus: UBCV
creator: Hepburn, Gary Roy
issued: 2009-03-30T20:58:21Z
issued: 1996
related degree: Doctor of Philosophy - PhD
degree grantor: University of British Columbia
description: This study explores the introduction of a new applied physics course into a British Columbia high school during the 1994-1995 school year. The course was part of a provincial effort aimed at making science and technology education more responsive to the workplace. Data collection took place during the first year the applied physics course was being piloted at the school and focused on the pilot teacher and the applied physics classes, but also involved others inside and outside the school who had a connection to the course. A variety of methods were used in data collection including interviews, observation, and document analysis. Using actor-network theory and sociocultural theory, the focus of the research is on the networks that were constructed at the pilot school and at the provincial level where the course was conceptualized and developed. The research describes how the teacher and other network builders attempted to enroll various human and nonhuman actors into the networks they were constructing in support of the course. They did this by convincing the actors that the course was compatible with their interests. The types of actors that were enrolled, the sociocultural communities they belonged to, and what it took to convince them to support the course are shown to shape the way that the course was enacted in the classroom. In addition, it is demonstrated that the network that was constructed at the provincial level had only a minor connection to the one the teacher was constructing at the school level. The lack of contact between the two networks meant that the interests of those who were involved in organizing the applied physics pilots at the provincial level were seldom taken into account in the course at the school. Fourteen conclusions are drawn about the networks that were constructed and the network building process at both the school and provincial levels. These conclusions have implications for policy in educational change initiatives and for addres…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/6640
extent: 7976783 bytes
format: application/pdf
note: Working the Network: Initiating a New Science and Technology Course by Gary Roy Hepburn B.Sc, Mount Allison University, 1985 B.Ed., Mount Allison University, 1986 M.A. (Education), Saint Mary's University, 1993 A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in The Faculty of Graduate Studies (Department of Curriculum Studies) October 9,1996 We accept this thesis as conforming to the required standard T H E UNIVERSITY OF BRITISH. COLUMBIA December, 1996 © Gary Roy Hepburn, 1 9 9 6 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of. British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department of C u r T ' - C U t l i i / v \ S*W<)t'-€-5 The University of British Columbia Vancouver, Canada Date . (}^cewvkg>v / / /4L DE-6 (2/88) 11 Abstract This study explores the introduction of a new applied physics course into a British Columbia high school during the 1994-1995 school year. The course was part of a provincial effort aimed at making science and technology education more responsive to the workplace. Data collection took place during the first year the applied physics course was being piloted at the school and focused on the pilot teacher and the applied physics classes, but also involved others inside and outside the school who had a connection to the course. A variety of methods were used in data collection including interviews, observation, and document analysis. Using actor-network theory and sociocultural theory, the focus of the research is on the networks that were constructed at the pilot school and at the…
has type: Thesis/Dissertation
date issued: 1997-05
is shown at: 10.14288/1.0054831
language: eng
degree discipline: Curriculum Studies
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/6640