ABSTRACT Science is concerned with understanding the world. As such, engaging with the materiality of that world is integral to both empirical experimentation and theorising within science. However, it has been recognised for some time that the way scientists learn about the world and the way that young people learn about science cannot be simply equated. This difference has been pronounced in recent decades by the dominance of constructivist and social-constructivist theories of learning, which focus on the development of concepts in the minds of people. Whilst these theories have yielded insight into the complexity of learning, the role of the material remains undertheorised, not only within practical science inquiry, but also in relation to the broader materiality of classrooms. Through a detailed critical literature review, this paper demonstrates the need for a stronger theoretical frame through which to understand the role of the material in the learning and pedagogy of science. Building upon the gaps and possibilities that this review reveals, we outline a new material-dialogic theory via a synthesis of Barad’s Agential Realism and Bakhtinian dialogic theory. The significance of this paper lies in offering a theoretical basis for more effective practice.

中文翻译：

---

为科学教育的材料对话方法提供理由

摘要 科学关注的是对世界的理解。因此，参与该世界的物质性是科学中经验实验和理论化不可或缺的一部分。然而，一段时间以来人们已经认识到，科学家了解世界的方式和年轻人了解科学的方式不能简单地等同起来。近几十年来，建构主义和社会建构主义学习理论的主导地位突出了这种差异，这些理论侧重于人们头脑中概念的发展。虽然这些理论已经深入了解了学习的复杂性，但材料的作用仍然缺乏理论化，不仅在实践科学探究中，而且与更广泛的课堂物质性有关。通过详细的批判性文献回顾，本文表明需要一个更强大的理论框架来理解材料在科学学习和教学中的作用。在这篇评论揭示的差距和可能性的基础上，我们通过巴拉德的代理现实主义和巴赫金对话理论的综合概述了一种新的物质对话理论。本文的意义在于为更有效的实践提供理论依据。