This volume acknowledges the contribution of Kenneth Tobin to the international science education community. The book includes a range of perspectives, from more theoretical contributions to practical case studies, and is comprised of 23 chapters organized into 4 sections around the key themes of Kens work, namely interpretative classroom research, doing research differently, and transformative practice in schools and teacher education. These sections are framed by an introduction and overview that focuses on Kens initial research, his commitment to research through his own intellectual development as a scholar and his support of others through networks (collaborations and research squads) and mentoring (educating and learning from colleagues). The last section discusses his current and future research direction (e.g. his more recent work on emotions and mindfulness).
1. Introduction.-
2. Beginning Interpretative Research in Science
Education.-
3. Diagnostic Tests and Assertions: Viable Means for
Investigating Activities in Science Classrooms and Students Science
Achievement.-
4. Incorporating learning environment questionnaires into
qualitative interpretative research.-
5. An Organic Intellectual or How I
Learned to do Urban Classroom Research at the Elbow of Ken Tobin.-
6.
Reshaping Science Education through Multi-Theoretic and Multi-Method
Approaches to Inquiry on Emotional Climate.-
7. Situating difference as a
valuable resource in educational research.-
8. Maverick Epistemologist and
Close Mentor.
9. Kenneth Tobin Toward the making of scholars: A
conversation around lessons learned from a transformative intellectual.-
10.
Emergent and collaborative approaches to research in a multi-site study of
urban science education.-
11. Transformative Practices in Urban Contexts.-
12. Exploring multilingual contexts for science teacher education through the
lenses of sociocultural frameworks.-
13. Learning with/from each other:
experiences in a collaborative group.-
14. The Sociocultural Turn and its
Impact on Teacher Education.-
15. Living in Theory: What it means to be in
the world..-
16. On intellectual openness: The legacy of Ken Tobin.-
17.
Eventful relationships, salient ideas and learning with Ken Tobin.-
18.
Bachelard and Freire, the philosophers of no: a new perspective on mind
endeavors in science education.-
19. Ken Tobin: Champion for urban science
education in Americ.-20. FOLLOW YOUR HEART! ON BECOMING (AND STAYING) AN
INTERPRETIVE RESEARCHER.-
21. Ken Tobin: Bringing Mindfulness and Wellness
into the Science of Teaching and Learning.-
22. Free Form Collegiality.-
23.
No Borders, No Boundaries: Ken Tobins Radical Rethinking of the Universe.-
24. Summary.
Emerita Professor Kathryn Scantlebury research interests focus on feminist/gender issues in various aspects of science education, including material feminism, urban education, preservice teacher education, teachers professional development, and academic career paths in academe. Scantlebury has been a guest researcher at the Centre for Gender Research at Uppsala University, Sweden since 2010, and is currently an Honorary Professorial Fellow in the Graduate School of Education at the University of Melbourne, Australia. She served as co-editor for Gender and Education from 2016-2023 and has been a lead editor for Cultural Studies of Science Education and co-editor of two book series for Brill Publishers since 2010. Scantlebury is a Fellow of the American Association for the Advancement of Science (AAAS), a Research Fellow of the National Science Teachers Association and a recipient of the American Education Research Association's (AERA) Distinguished Contributions to Gender Equity in Education Research Award.
Emeritus Professor Stephen M. Ritchie is passionate about enabling learners to achieve success. Searching for new ways to engage learners so they may develop essential literacies for the real world has been his focus. Accordingly, he has led several nationally funded research projects on the emotional engagement of students for learning science and the emotional experiences of beginning science teachers. He was the Editor-in-Chief of the internationally ranked research journal: Research in Science Education from 2008 to 2012. Before becoming a teacher educator, he was a science teacher for 12 years. He was the Dean of Education at Murdoch University, Australia from 2013 to 2018, and Acting Provost for more than one of those years (2015-2016).
