Muutke küpsiste eelistusi

E-raamat: Re/Structuring Science Education: ReUniting Sociological and Psychological Perspectives

Edited by
Teised raamatud teemal:
  • Formaat - PDF+DRM
  • Hind: 159,93 €*
  • * hind on lõplik, st. muud allahindlused enam ei rakendu
  • Lisa ostukorvi
  • Lisa soovinimekirja
  • See e-raamat on mõeldud ainult isiklikuks kasutamiseks. E-raamatuid ei saa tagastada.
Re/Structuring Science Education: ReUniting Sociological and Psychological PerspectivesSuurem pilt

DRM piirangud

  • Kopeerimine (copy/paste):

    ei ole lubatud

  • Printimine:

    ei ole lubatud

  • Kasutamine:

    Digitaalõiguste kaitse (DRM)
    Kirjastus on väljastanud selle e-raamatu krüpteeritud kujul, mis tähendab, et selle lugemiseks peate installeerima spetsiaalse tarkvara. Samuti peate looma endale  Adobe ID Rohkem infot siin. E-raamatut saab lugeda 1 kasutaja ning alla laadida kuni 6'de seadmesse (kõik autoriseeritud sama Adobe ID-ga).

    Vajalik tarkvara
    Mobiilsetes seadmetes (telefon või tahvelarvuti) lugemiseks peate installeerima selle tasuta rakenduse: PocketBook Reader (iOS / Android)

    PC või Mac seadmes lugemiseks peate installima Adobe Digital Editionsi (Seeon tasuta rakendus spetsiaalselt e-raamatute lugemiseks. Seda ei tohi segamini ajada Adober Reader'iga, mis tõenäoliselt on juba teie arvutisse installeeritud )

    Seda e-raamatut ei saa lugeda Amazon Kindle's. 

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 collectivelymotivated 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 positionsgender, culture, racethey 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.

Arvustused

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)

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
Vygotskys 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 Doesnt 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.
Lisainfo e-raamatute kohta Lisainfo e-raamatute kohta
Püsilink: https://www.kriso.ee/db/97890481399652e.html
Märksõnad: