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|a Roth, Wolff-Michael.
|e author.
|4 aut
|4 http://id.loc.gov/vocabulary/relators/aut
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| 245 |
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|a Authentic School Science
|h [electronic resource] :
|b Knowing and Learning in Open-Inquiry Science Laboratories /
|c by Wolff-Michael Roth.
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| 250 |
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|a 1st ed. 1995.
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| 264 |
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1 |
|a Dordrecht :
|b Springer Netherlands :
|b Imprint: Springer,
|c 1995.
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| 300 |
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|a XIX, 296 p.
|b online resource.
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| 490 |
1 |
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|a Contemporary Trends and Issues in Science Education,
|x 1878-0482 ;
|v 1
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| 490 |
1 |
|
|a Springer eBook Collection
|
| 505 |
0 |
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|a I. Background -- 1.1. Introduction -- I.2. General Theoretical Grounding -- I.3. Setting -- II. Individual and Collaborative Construction of Knowledge -- II. 1. Individual Construction of Knowledge -- II.2. Individual Constructions -- II.3. Learning as Situated Activity -- II.4. Collaborative Constructions -- II.5. Studies on Collaborative Concept Mapping -- II.6. Tools for Social Thinking -- III. Framing and Solving Problems -- III. 1. Overview of Problem-Solving Research -- III.2. Problem-Setting -- III.3. Teacher Effects in Problem Setting -- III.4. Finding Solutions -- III.5. Concrete Modes of Thinking -- IV. Interactions -- IV. 1. Characteristics of Student-Student Interactions -- IV.2. Interactional Processes -- IV.3. Structure of Interactions -- IV.4. Communities of Knowledge -- IV.5. A Framework for Teacher-Student Interactions -- IV.6. Aprrenticeship in Science Classrooms -- IV.7. Microanalyses of Cognitive Apprenticeship -- Conclusion -- Review of the Findings -- Rethinking Learning Environments -- Epilogue -- Credo -- Changing Practice.
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| 520 |
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|a According to John Dewey, Seymour Papert, Donald Schon, and Allan Collins, school activities, to be authentic, need to share key features with those worlds about which they teach. This book documents learning and teaching in open-inquiry learning environments, designed with the precepts of these educational thinkers in mind. The book is thus a first-hand report of knowing and learning by individuals and groups in complex open-inquiry learning environments in science. As such, it contributes to the emerging literature in this field. Secondly, it exemplifies research methods for studying such complex learning environments. The reader is thus encouraged not only to take the research findings as such, but to reflect on the process of arriving at these findings. Finally, the book is also an example of knowledge constructed by a teacher-researcher, and thus a model for teacher-researcher activity.
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|a Electronic access restricted to members of the Holy Cross Community.
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|a Science education.
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|a Epistemology.
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| 690 |
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