Authentic School Science Knowing and Learning in Open-Inquiry Science Laboratories

Authentic School Science Knowing and Learning in Open-Inquiry Science Laboratories / by Wolff-Michael Roth.

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 educ...

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Bibliographic Details
Main Author: Roth, Wolff-Michael (Author)
Corporate Author: SpringerLink (Online service)
Format: eBook
Language:English
Published: Dordrecht : Springer Netherlands : Imprint: Springer, 1995.
Edition:1st ed. 1995.
Series:Contemporary Trends and Issues in Science Education, 1
Springer eBook Collection.
Subjects:
Science education.
Epistemology.
Electronic resources (E-books)
Online Access:Click to view e-book
Holy Cross Note:Loaded electronically.
Electronic access restricted to members of the Holy Cross Community.
Table of Contents:
  • 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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