Roth Re/Structuring Science Education

ReUniting Sociological and Psychological Perspectives
2010
ISBN: 978-90-481-3996-5
Verlag: Springer Netherland
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 2, 381 Seiten, eBook

Reihe: Cultural Studies of Science Education

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.

Zielgruppe

Research

Autoren/Hrsg.

Roth, Wolff-Michael

Inhaltsverzeichnis

Preface

1. ReUniting Sociological and Psychological Perspectives in/for

Science Education: An Introduction

Wolff-Michael Roth
2. Tuning in to Others’ Voices: Beyond the Hegemony of

Mono-Logical Narratives

Kenneth Tobin
A. SOCIAL PSYCHOLOGICAL FRAMEWORKS

Editor’s Introduction

3. Activity, Discourse, & Meaning: Some Directions for Science Education

Gregory J. Kelly, Asli Sezen
4. Been There, Done That, or Have We?

Yew Jin Lee
5. History, Culture, Emergence: Informing Learning Designs

Donna DeGennaro
6. Standing on the Shoulders of Giants: A Balancing Act of

Dialectically Theorizing Conceptual Understanding on the

Grounds of Vygotsky’s Project

Anna Stetsenko
7. A Sociological Response to Stetsenko

Regina Smardon
8. Turbulence, Risk, and Radical Listening: A Context for

Teaching and Learning Science

Wesley Pitts
9. Thinking and Speaking: A Dynamic Approach

Wolff-Michael Roth
10. Thinking and Speaking: On Units of Analysis and their Role

in Meaning Making

Eduardo Mortimer
11. Thinking Dialogically about Thought and Language

Pei-Ling Hsu

B. POSITIONS AND PERSPECTIVES

Editor’s Introduction

12. Re-Visioning Conceptual Change from Feminist Research Perspectives

Kathryn Scantlebury, Sonya Martin
13. Conceptions and Characterization: An Explanation for the

Theory-Practice Gap in Conceptual Change Theory

Michiel van Eijck
14. Looking at the Observer: Challenges to the Study of Conceptions

and Conceptual Change

Jean-François Maheux, Wolff-Michael Roth, Jennifer Thom
15. It Doesn’t Matter What You Think, This is Real: Expanding

Conceptions about Urban Students inScience Classrooms

Chris Emdin
16. Making Science Relevant: Conceptual Change and the Politics

of Science Education

Giuliano Reis
C. SCIENCE AGENCY ACROSS THE LIFE SPAN

Editor’s Introduction

17. Glocalizing Artifact and Agency: An Argument for the Practical

Relevance of Economic Injustice and Transformation in

Science Education of Mexican Newcomers

Katherine Richardson Bruna
18. Concept Development in Urban Classroom Spaces:

Dialectical Relationships, Power, and Identity

Maria Varelas, Justine M. Kane, Christine C. Pappas
19. Science as a Context and Tool: The Role of Place in Science Learning

among Urban Middle School Youth

Edna Tan, Angela Calabrese Barton, Miyoun Lim
20. Becoming an Urban Science Teacher: Teacher Learning as the

Collective Performance of Conceptions

Maria S. Rivera Maulucci
21. Science Agency and Structure across the Lifespan:

A Dialogical Response

Jennifer D. Adams, Christina Siry, Koshi Dhingra, Gillian U. Bayne
D. EPILOGUE

22. Sociology | Psychology: Toward a Science of Phenomena

Wolff-Michael Roth
Index