A Moral Inquiry into Epistemic Insights in Science Education
| Author | : Dana L. Zeidler |
| Publisher | : Springer Nature |
| Total Pages | : 451 |
| Release | : |
| Genre | : |
| ISBN | : 3031633822 |
A Moral Inquiry Into Epistemic Insights In Science Education
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Theorizing the Future of Science Education Research
| Author | : Vaughan Prain |
| Publisher | : Springer Nature |
| Total Pages | : 196 |
| Release | : 2019-10-22 |
| Genre | : Science |
| ISBN | : 3030240134 |
This book reviews the current state of theoretical accounts of the what and how of science learning in schools. The book starts out by presenting big-picture perspectives on key issues. In these first chapters, it focuses on the range of resources students need to acquire and refine to become successful learners. It examines meaningful learner purposes and processes for doing science, and structural supports to optimize cognitive engagement and success. Subsequent chapters address how particular purposes, resources and experiences can be conceptualized as the basis to understand current practices. They also show how future learning opportunities should be designed, lived and reviewed to promote student engagement/learning. Specific topics include insights from neuro-imaging, actor-network theory, the role of reasoning in claim-making for learning in science, and development of disciplinary literacies, including writing and multi-modal meaning-making. All together the book offers leads to science educators on theoretical perspectives that have yielded valuable insights into science learning. In addition, it proposes new agendas to guide future practices and research in this subject.
Video Research in the Learning Sciences
| Author | : Ricki Goldman |
| Publisher | : Routledge |
| Total Pages | : 618 |
| Release | : 2014-05-01 |
| Genre | : Education |
| ISBN | : 1135604053 |
Video Research in the Learning Sciences is a comprehensive exploration of key theoretical, methodological, and technological advances concerning uses of digital video-as-data in the learning sciences as a way of knowing about learning, teaching, and educational processes. The aim of the contributors, a community of scholars using video in their own work, is to help usher in video scholarship and supportive technologies, and to mentor video scholars, so that video research will meet its maximum potential to contribute to the growing knowledge base about teaching and learning. This volume contributes deeply to both to the science of learning through in-depth video studies of human interaction in learning environments—whether classrooms or other contexts—and to the uses of video for creating descriptive, explanatory, or expository accounts of learning and teaching. It is designed around four themes—each with a cornerstone chapter that introduces and synthesizes the cluster of chapters related to it: Theoretical frameworks for video research; Video research on peer, family, and informal learning; Video research on classroom and teacher learning; and Video collaboratories and technological futures. Video Research in the Learning Sciences is intended for researchers, university faculty, teacher educators, and graduate students in education, and for anyone interested in how knowledge is expanded using video-based technologies for inquiries about learning and teaching. Visit the Web site affiliated with this book: www.videoresearch.org
Epistemic Fluency and Professional Education
| Author | : Lina Markauskaite |
| Publisher | : Springer |
| Total Pages | : 651 |
| Release | : 2016-09-21 |
| Genre | : Education |
| ISBN | : 9400743696 |
This book, by combining sociocultural, material, cognitive and embodied perspectives on human knowing, offers a new and powerful conceptualisation of epistemic fluency – a capacity that underpins knowledgeable professional action and innovation. Using results from empirical studies of professional education programs, the book sheds light on practical ways in which the development of epistemic fluency can be recognised and supported - in higher education and in the transition to work. The book provides a broader and deeper conception of epistemic fluency than previously available in the literature. Epistemic fluency involves a set of capabilities that allow people to recognize and participate in different ways of knowing. Such people are adept at combining different kinds of specialised and context-dependent knowledge and at reconfiguring their work environment to see problems and solutions anew. In practical terms, the book addresses the following kinds of questions. What does it take to be a productive member of a multidisciplinary team working on a complex problem? What enables a person to integrate different types and fields of knowledge, indeed different ways of knowing, in order to make some well-founded decisions and take actions in the world? What personal knowledge resources are entailed in analysing a problem and describing an innovative solution, such that the innovation can be shared in an organization or professional community? How do people get better at these things; and how can teachers in higher education help students develop these valued capacities? The answers to these questions are central to a thorough understanding of what it means to become an effective knowledge worker and resourceful professional.
History, Philosophy and Science Teaching
| Author | : Michael R. Matthews |
| Publisher | : Springer |
| Total Pages | : 340 |
| Release | : 2017-08-30 |
| Genre | : Science |
| ISBN | : 3319626167 |
This anthology opens new perspectives in the domain of history, philosophy, and science teaching research. Its four sections are: first, science, culture and education; second, the teaching and learning of science; third, curriculum development and justification; and fourth, indoctrination. The first group of essays deal with the neglected topic of science education and the Enlightenment tradition. These essays show that many core commitments of modern science education have their roots in this tradition, and consequently all can benefit from a more informed awareness of its strengths and weaknesses. Other essays address research on leaning and teaching from the perspectives of social epistemology and educational psychology. Included here is the first ever English translation of Ernst Mach’s most influential 1890 paper on ‘The Psychological and Logical Moment in Natural Science Teaching’. This paper launched the influential Machian tradition in education. Other essays address concrete cases of the utilisation of history and philosophy in the development and justification of school science curricula. These are instances of the supportive relation of HPS&ST research to curriculum theorising. Finally, two essays address the topic of Indoctrination in science education; a subject long-discussed in philosophy of education, but inadequately in science education. This book is a timely reminder of why history and philosophy of science are urgently needed to support understanding of science. From major traditions such as the Enlightenment to the tensions around cultural studies of science, the book provides a comprehensive context for the scientific endeavour, drawing on curriculum and instructional examples. Sibel Erduran, University of Oxford, UK The scholarship that each of the authors in this volume offers deepens our understanding of what we teach in science and why that understanding matters. This is an important book exploring a wide set of issues and should be read by anyone with an interest in science or science education. Jonathan Osborne, Stanford University, USA This volume presents new and updated perspectives in the field, such as the Enlightenment Tradition, Cultural Studies, Indoctrination in Science Education, and Nature of Science. Highly recommended. Mansoor Niaz, Universidad de Oriente, Venezuela This volume provides an extremely valuable set of insights into educational issues related to the history and philosophy of science. Michael J Reiss, University College London, UK
Science Teacher Education for Responsible Citizenship
| Author | : Maria Evagorou |
| Publisher | : Springer Nature |
| Total Pages | : 205 |
| Release | : 2020-03-23 |
| Genre | : Science |
| ISBN | : 3030402290 |
This edited book aims to provide a global perspective on socioscientific issues (SSI), responsible citizenship and the relevance of science, with an emphasis on science teacher education. The volume, with more than twenty-five contributors from Africa, North and South America, Asia, Australasia and Europe, focuses on examples from in- and pre-service teacher training. The contributors expand on issues related to teachers’ beliefs about teaching SSI, teachers’ challenges when designing and implementing SSI-related activities, the role of professional development, both in pre- and in-service teacher training, in promoting SSI, the role of the nature of science when teaching SSI, promoting scientific practices through SSI in pre-service teaching, and the role of indigenous knowledge in SSI teaching. Finally, the book discusses new perspectives for addressing SSI in teacher education through the lens of relevance and responsible citizenship.
Virtue, Emotion and Imagination in Law and Legal Reasoning
| Author | : Amalia Amaya |
| Publisher | : Bloomsbury Publishing |
| Total Pages | : 285 |
| Release | : 2020-02-06 |
| Genre | : Law |
| ISBN | : 1509925155 |
What is the role and value of virtue, emotion and imagination in law and legal reasoning? These new essays, by leading scholars of both law and philosophy, offer striking and exploratory answers to this neglected question. The collection takes a holistic approach, inquiring as to the connections and relations between virtue, emotion and imagination. In addition to the principal focus on adjudication, essays in the collection also engage with a variety of different legal, political and moral contexts: eg criminal law sentencing, the Black Lives Matter movement and professional ethics. A number of different areas of the law are addressed (eg criminal law, constitutional law and tort law) and the issues explored include: the benefits and limits of empathy in legal reasoning; the role of attention and perception in judicial reasoning;, the identification of judicial virtues (such as compassion and humility) and judicial vices (such as callousness and partiality); the values and dangers of certain imaginative devices (eg personification); and the interactive and social dimensions of virtue, emotion and imagination.
Argumentation in Science Education
| Author | : Sibel Erduran |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 295 |
| Release | : 2007-12-06 |
| Genre | : Science |
| ISBN | : 1402066708 |
Educational researchers are bound to see this as a timely work. It brings together the work of leading experts in argumentation in science education. It presents research combining theoretical and empirical perspectives relevant for secondary science classrooms. Since the 1990s, argumentation studies have increased at a rapid pace, from stray papers to a wealth of research exploring ever more sophisticated issues. It is this fact that makes this volume so crucial.
Science and the Public
| Author | : |
| Publisher | : Cambridge University Press |
| Total Pages | : 84 |
| Release | : |
| Genre | : |
| ISBN | : 1009058908 |
The Role of Moral Reasoning on Socioscientific Issues and Discourse in Science Education
| Author | : Dana L. Zeidler |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 306 |
| Release | : 2007-04-29 |
| Genre | : Science |
| ISBN | : 140204996X |
This is the first book to address moral reasoning and socioscientific discourse. It provides a theoretical framework to reconsider what a "functional view" of scientific literacy entails, by examining how nature of science issues, classroom discourse issues, cultural issues, and science-technology-society-environment case-based issues contribute to habits of mind about socioscientific content. The text covers philosophical, psychological and pedagogical considerations underpinning moral reasoning, as well as the status of socioscientific issues in science education.
