This accessible volume offers a unique set of research exemplars for science, mathematics and technology educators. The volume explores the important challenge of how to translate leading-edge methodologies into practical research strategies and techniques.
It is the first book on the market that deals specifically with postmodern approaches to research in the field of science education and is a tightly edited volume that provides a coherent treatment of the issues.
This accessible volume offers a unique set of research exemplars for science, mathematics and technology educators. The volume explores the importa...
In the United States it certainly is the case that we live in a country that adheres to an ideology of individualism. In education this ideology is manifest in ho- ing teachers accountable for the achievement of their students, and teacher e- cators accountable for the quality of teaching. Similarly, in school districts such as Philadelphia, where this research was undertaken, school principals are held accountable for the quality of the educational programs in their schools. In making this claim about individualism I do not seek to oversimplify an argument that individualism is the only...
In the United States it certainly is the case that we live in a country that adheres to an ideology of individualism. In education this ideology is ma...
Our conversations about arguments began in Nashville in the Spring of 1996 in Richard Duschl's doctoral seminar that we were both attending, Marilar Jimenez-Aleixandre as a visiting scholar at Vanderbilt University. Jimenez-Aleixandre and Duschl were designing authentic problems in genetics for the University of Santiago de Compostela-based RODA project aimed at engaging high school students in argumentation. Erduran and Duschl had been working on Project SEPIA extending their work in Pittsburgh schools to the design of curricula that support epistemological aspects of scientific inquiry...
Our conversations about arguments began in Nashville in the Spring of 1996 in Richard Duschl's doctoral seminar that we were both attending, Marilar J...
This book is the culmination of over twenty years of work toward a pedagogical theory that promotes experiential learning of model-laden theory and inquiry in science. It is primarily intended for researchers and graduate students in science education, and it may serve as a major reference for in-service and pre-service science teachers.
The book focuses as much on course content as on instruction and learning methodology, and presents practical aspects that have repeatedly demonstrated their value in fostering meaningful and equitable learning of physics and other science courses...
This book is the culmination of over twenty years of work toward a pedagogical theory that promotes experiential learning of model-laden theory and...
This volume is of interest to science educators, graduate students, and classroom teachers. The book will also be an important addition to any scholarly library focusing on science education, science literacy, and writing. This book is unique in that it synthesizes the research of the three leading researchers in the field of writing to learn science: Carolyn S. Wallace, Brian Hand, and Vaughan Prain. It includes a comprehensive review of salient literature in the field, detailed reports of the authors' own research studies, and current and future issues on writing in science. The...
This volume is of interest to science educators, graduate students, and classroom teachers. The book will also be an important addition to any scholar...
There is surprisingly little known about affect in science education. Despite periodic forays into monitoring students attitudes-toward-science, the effect of affect is too often overlooked. Beyond Cartesian Dualism gathers together contemporary theorizing in this axiomatic area. In fourteen chapters, senior scholars of international standing use their knowledge of the literature and empirical data to model the relationship between cognition and affect in science education. Their revealing discussions are grounded in a broad range of educational contexts including school classrooms,...
There is surprisingly little known about affect in science education. Despite periodic forays into monitoring students attitudes-toward-science, th...
Currents such as epistemological and social constructivism, postmodernism, and certain forms of multiculturalism that had become fashionable within science education circles in the last decades lost sight of critical inquiry as the core aim of education. In this book we develop an account of education that places critical inquiry at the core of education in general and science education in particular. Since science constitutes the paradigm example of critical inquiry, we explain the nature of science, paying particular attention to scientific methodology and scientific modeling and at the...
Currents such as epistemological and social constructivism, postmodernism, and certain forms of multiculturalism that had become fashionable within...
School science is dominated by textbook-oriented approaches to teaching and learning. Some surveys reveal that students have to read, depending on academic level, between ten and thirty-six pages per week from their textbook. One therefore has to ask, To what degree do textbooks introduce students to the literary practices of their domain? Few studies have addressed the quality of science curriculum materials, particularly textbooks, from a critical perspective. In this light, we are concerned in this book with better understanding the reading and interpretation practices related to visual...
School science is dominated by textbook-oriented approaches to teaching and learning. Some surveys reveal that students have to read, depending on ...
Fairness and Fear ? I was startled at the subtitle of the book when I first heard it Our series has some imaginative titles but none so evocative as this one. But fear and fairness capture much of teacher thinking about assessment. Indeed, teachers struggle to be fair with students, certainly c- cerned (and often fearful) of failures to be fair, and repercussions that teachers can face as a result. Then there is the fearful enterprise of imposed assessment regimes that many teachers face. Dr. Yung s book allows us to hear from the teachers on these concerns ? this is no top-down policy...
Fairness and Fear ? I was startled at the subtitle of the book when I first heard it Our series has some imaginative titles but none so evocative as ...
It is generally believed that doing science means accumulating empirical data with no or little reference to the interpretation of the data based on the scientist s th- retical framework or presuppositions. Holton (1969a) has deplored the widely accepted myth (experimenticism) according to which progress in science is presented as the inexorable result of the pursuit of logically sound conclusions from un- biguous experimental data. Surprisingly, some of the leading scientists themselves (Millikan is a good example) have contributed to perpetuate the myth with respect to modern science being...
It is generally believed that doing science means accumulating empirical data with no or little reference to the interpretation of the data based on t...
