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|a Re/Structuring Science Education
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|c edited by Wolff-Michael Roth.
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|a 1st ed. 2010.
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|a VIII, 381 p.
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|a 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 Vygotsky’s 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 Doesn’t 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
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|a 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 collectively motivated 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 positions—gender, culture, race—they 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.
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|a Science education.
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|a Educational psychology.
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|a Education—Psychology.
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|a Educational sociology.
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