Wyniki wyszukiwania:

Contributing to the social justice agenda of redefining what science is and what it means in the everyday lives of people, this book

• introduces science educators to various dimensions of viewing science and scientific literacy from the standpoint of the learner, engaged with real everyday concerns within or outside school;
• develops a new form of scholarship based on the dialogic nature of science as process and product; and
• achieves these two objectives in a readable but scholarly way.

Opposing the...

This book argues that the 'constructivist metaphor' has become a self-appointed overriding concept that suppresses other modes of thinking about knowing and learning science. Yet there are questions about knowledge that constructivism cannot properly answer, such as how a cognitive structure can intentionally develop a formation that is more complex than itself; how a learner can aim at a learning objective that is, by definition, itself unknown; how we learn through pain, suffering, love or passion; and the role emotion and crises play in knowing and learning.

In support of the...

In what way do educators understand the language they use to make sense of the educational environment?

How does language enable educators and how can they consciously make the most of its potential?

Using the right language and setting the correct tone in the school classroom has repercussions for all involved; whether it affects the linguistic development of a student or the effective delivery of a lesson, language plays an important factor in any educational context.

As such, this innovative book focuses right at the heart of learning, arguing...

Psychology, quantitative or qualitative, tends to conceive of the human person using metaphysical concepts and to separate the practical, affective, and intellectual aspects of participation in everyday life. Lev S. Vygotsky, however, was working towards a "concrete human psychology," a goal that he expresses in a small, unfinished text of the same name. This book articulates the foundation of and develops such a concrete human psychology according to which all higher psychological functions are relations between persons before being functions, and according to which personality is the...

This book takes up the agenda of the late (but unknown) L. S. Vygotsky, who had turned to the philosopher Spinoza to develop a holistic approach to psychology, an approach that no longer dichotomized the body and mind, intellect and affect, or the individual and the social. In this approach, there is only one substance, which manifests itself in different ways in the thinking body, including as biology and culture. The manifestation as culture is premised on the existence of the social.

Researchers agree that schools construct a particular image of science, in which some characteristics are featured while others end up in oblivion. The result is that although most children are likely to be familiar with images of heroic scientists such as Einstein and Darwin, they rarely learn about the messy, day-to-day practice of science in which scientists are ordinary humans. Surprisingly, the process by which this imagination of science in education occurs has rarely been theorized. This is all the more remarkable since great thinkers tend to agree that the formation of...