Authentic School Science: Knowing and Learning in Open-Inquiry Science Laboratories / Edition 1

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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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Editorial Reviews

From the Publisher
' Roth has written a stimulating book. I found much in it to enjoy, and much that I want to return to and think about further. It is clearly written and, despite its often challenging subject matter, easy to read. ... This is a book which should be read by everyone interested in the practice of science education.'
Studies in Science Education, 27 (1996)
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Product Details

  • ISBN-13: 9780792333074
  • Publisher: Springer Netherlands
  • Publication date: 1/31/1995
  • Series: Contemporary Trends and Issues in Science Education Series, #1
  • Edition description: Softcover reprint of the original 1st ed. 1995
  • Edition number: 1
  • Pages: 296
  • Product dimensions: 0.67 (w) x 6.14 (h) x 9.21 (d)

Table of Contents

Preface. I: Background. I.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. Apprenticeship in Science Classrooms. IV.7. Microanalyses of Cognitive Apprenticeship. Conclusion. Epilogue. Bibliography. Index.

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