Re/Structuring science education ReUniting sociological and psychological perspectives
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 separa...
| Otros Autores: | |
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| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
Dordrecht :
Springer
2010.
|
| Colección: | Cultural Studies of Science Education,
2 |
| Materias: | |
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009455928406719 |
Tabla de Contenidos:
- SOCIAL PSYCHOLOGICAL FRAMEWORKS
- ReUniting Sociological and Psychological Perspectives in/for Science Education An Introduction
- Tuning in to Others’ Voices: Beyond the Hegemony of Mono-logical Narratives
- Activity, Discourse, & Meaning Some Directions for Science Education
- Been There, Done That, or Have We?
- History, Culture, Emergence Informing Learning Designs
- Standing on the Shoulders of Giants A Balancing Act of Dialectically Theorizing Conceptual Understanding on the Grounds of Vygotsky’s Project
- A Sociological Response to Stetsenko
- Turbulence, Risk, and Radical Listening A Context for Teaching and Learning Science
- Thinking and Speaking: A Dynamic Approach
- Thinking and Speaking: On Units of Analysis and Its Role in Meaning Making
- Thinking Dialogically About Thought and Language
- POSITIONS AND PERSPECTIVES
- How Does She Know? Re-visioning Conceptual Change from Feminist Research Perspectives
- Conceptions and Characterization: An Explanation for the Theory-Practice Gap in Conceptual Change Theory
- Looking at the Observer: Challenges to the Study of Conceptions and Conceptual Change
- It Doesn’t Matter What You Think, This is Real: Expanding Conceptions About Urban Students in Science Classrooms
- Making Science Relevant: Conceptual Change and the Politics of Science Education
- SCIENCE AGENCY ACROSS THE LIFE SPAN
- Glocalizing Artifact, Agency and Activity An Argument for the Practical Relevance of Economic Injustice and Transformation in the Science Education of Mexican Newcomers
- Concept Development in Urban Classroom Spaces: Dialectical Relationships, Power, and Identity
- Science as Context and Tool: The Role of Place in Science Learning Among Urban Middle School Youth
- Becoming an Urban Science Teacher: Teacher Learning as the Collective Performance of Conceptions
- Science Agency and Structure Across the Lifespan: A Dialogical Response
- EPILOGUE
- Sociology | Psychology |… Toward a Science of Phenomena.
