ABSTRACT

Background: Recent alternative concepts of school knowledge emphasize knowledge creation via networks of learning around real-world phenomena. We studied entrepreneurship education as an example of new epistemic activity which opens institutional boundaries for active engagement with society in learning.

Methods: We used a case-study strategy and a methodology informed by the cultural-historical activity theory for investigating an entrepreneurship course of a middle school. We focused on meaning making in object formation of learning of the groups involved in boundary crossing. Meaning making was studied in a context-sensitive way with an analytic tool designed in the study.

Findings: Lacking a knowledge system of a disciplinary school subject, the findings show that entrepreneurship becomes constructed in practice epistemologically as a value-free and politically neutral learning object. In light of these findings we discuss the theoretical link between conceptual learning and learning around real-world phenomena.

Contribution: In addition to economic activity, globalization and climate change are also presently forming the social realities of school learners. Our study shows that more theoretical and empirical research on intermediate epistemological practices is needed to avoid a risk that teachers are left on their own to sort out the complex epistemic interrelationships.

摘要

背景：学校知识的最新替代概念强调通过围绕现实世界现象的学习网络来创造知识。我们研究了创业教育作为新认知活动的一个例子，它为积极参与社会学习开辟了制度边界。

方法：我们使用案例研究策略和文化历史活动理论为基础的方法来调查一所中学的创业课程。我们专注于参与跨界的群体在学习的对象形成中的意义制造。使用研究中设计的分析工具，以上下文敏感的方式研究意义的形成。

调查结果：由于缺乏学科学校学科的知识体系，调查结果表明，创业精神在实践中被建构为一种价值中立和政治中立的学习对象。根据这些发现，我们讨论了概念学习与现实世界现象学习之间的理论联系。

贡献：除经济活动外，全球化和气候变化目前也正在形成学校学习者的社会现实。我们的研究表明，需要对中间认识论实践进行更多的理论和实证研究，以避免教师独自整理复杂的认识论相互关系的风险。