Re/Structuring Science Education
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Since its beginnings, science education has been under the influence of psychological theories of knowing and learning, while in more recent years, social constructivist and sociological frameworks have also begun to emerge. With little work being done on showing how the perspectives of these separate approaches might be integrated, this work aims to plug the gap. The book helps lay the groundwork for reuniting sociological and psychological perspectives on the knowing, learning, and teaching of science. Featuring a range of integrative efforts beginning with simple conversation, the chapters…mehr

Produktbeschreibung
Since its beginnings, science education has been under the influence of psychological theories of knowing and learning, while in more recent years, social constructivist and sociological frameworks have also begun to emerge. With little work being done on showing how the perspectives of these separate approaches might be integrated, this work aims to plug the gap. The book helps lay the groundwork for reuniting sociological and psychological perspectives on the knowing, learning, and teaching of science. Featuring a range of integrative efforts beginning with simple conversation, the chapters here include not only articles but also commentaries that engage with other papers, as well as a useful running narrative that, from the introduction to the epilogue, contextualizes the book and its sections. Specific attention is given to cultural-historical activity theory, which already offers an integration of psychological and cultural-historical (sociological) perspectives on collectively motivated human activities. A number of chapters, as well as the contextualizing narrative, explicitly use this theory as a framework for rethinking science education to achieve the reunification that is the goal of this work.

All the contributors to this volume have produced texts that contribute to the effort of overcoming the extant divide between sociological and psychological approaches to science education research and practice. From very different positions-gender, culture, race-they provide valuable insights to reuniting approaches in both theory and method in the field. As an ensemble, the contributions constitute a rich menu of ideas from which new forms of science education can emerge.

  • Produktdetails
  • Cultural Studies of Science Education 2
  • Verlag: Springer / Springer Netherlands
  • Repr. d. Ausg. v. 2010
  • Seitenzahl: 392
  • Erscheinungstermin: 4. Mai 2012
  • Englisch
  • Abmessung: 235mm x 155mm x 21mm
  • Gewicht: 591g
  • ISBN-13: 9789400731639
  • ISBN-10: 9400731639
  • Artikelnr.: 35691419
Inhaltsangabe
Preface1. ReUniting Sociological and Psychological Perspectives in/forScience Education: An IntroductionWolff-Michael Roth2. Tuning in to Others' Voices: Beyond the Hegemony ofMono-Logical NarrativesKenneth TobinA. SOCIAL PSYCHOLOGICAL FRAMEWORKSEditor's Introduction3. Activity, Discourse, & Meaning: Some Directions for Science EducationGregory J. Kelly, Asli Sezen4. Been There, Done That, or Have We?Yew Jin Lee5. History, Culture, Emergence: Informing Learning DesignsDonna DeGennaro6. Standing on the Shoulders of Giants: A Balancing Act ofDialectically Theorizing Conceptual Understanding on theGrounds of Vygotsky's ProjectAnna Stetsenko7. A Sociological Response to StetsenkoRegina Smardon8. Turbulence, Risk, and Radical Listening: A Context forTeaching and Learning ScienceWesley Pitts9. Thinking and Speaking: A Dynamic ApproachWolff-Michael Roth10. Thinking and Speaking: On Units of Analysis and their Rolein Meaning MakingEduardo Mortimer11. Thinking Dialogically about Thought and LanguagePei-Ling HsuB. POSITIONS AND PERSPECTIVESEditor's Introduction12. Re-Visioning Conceptual Change from Feminist Research PerspectivesKathryn Scantlebury, Sonya Martin13. Conceptions and Characterization: An Explanation for theTheory-Practice Gap in Conceptual Change TheoryMichiel van Eijck14. Looking at the Observer: Challenges to the Study of Conceptionsand Conceptual ChangeJean-François Maheux, Wolff-Michael Roth, Jennifer Thom15. It Doesn't Matter What You Think, This is Real: ExpandingConceptions about Urban Students inScience ClassroomsChris Emdin16. Making Science Relevant: Conceptual Change and the Politicsof Science EducationGiuliano ReisC. SCIENCE AGENCY ACROSS THE LIFE SPANEditor's Introduction17. Glocalizing Artifact and Agency: An Argument for the PracticalRelevance of Economic Injustice and Transformation inScience Education of Mexican NewcomersKatherine Richardson Bruna18. Concept Development in Urban Classroom Spaces:Dialectical Relationships, Power, and IdentityMaria Varelas, Justine M. Kane, Christine C. Pappas19. Science as a Context and Tool: The Role of Place in Science Learningamong Urban Middle School YouthEdna Tan, Angela Calabrese Barton, Miyoun Lim20. Becoming an Urban Science Teacher: Teacher Learning as theCollective Performance of ConceptionsMaria S. Rivera Maulucci21. Science Agency and Structure across the Lifespan:A Dialogical ResponseJennifer D. Adams, Christina Siry, Koshi Dhingra, Gillian U. BayneD. EPILOGUE22. Sociology Psychology: Toward a Science of PhenomenaWolff-Michael RothIndex
Rezensionen
From the book reviews:

"Re/Structuring Science Education is a book based on an interactive assembly, the 2008 Springer Forum, which was held in New York ... . Some of the approaches to research on science education discussed, for example in relation to gender issues and to teaching science in 'urban classrooms', are quite innovative and well worth consideration. Those researchers who are particularly interested in the comparison of theoretical perspectives, research paradigms and approaches will also find much on such matters here." (Neil Mercer, Studies in Science Education, February, 2014)