(Post) Modern Science (Education): Propositions and Alternative Paths

(Post) Modern Science (Education): Propositions and Alternative Paths

by John A. Weaver
     
 

These original essays offer new perspectives for science educators, curriculum theorists, and cultural critics on science education, French post-structural thought, and the science debates. Included in this book are chapters on the work of Bruno Latour, Michel Serres, and Jean Baudrillard, plus chapters on postmodern approaches to science education and critiques of

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Overview

These original essays offer new perspectives for science educators, curriculum theorists, and cultural critics on science education, French post-structural thought, and the science debates. Included in this book are chapters on the work of Bruno Latour, Michel Serres, and Jean Baudrillard, plus chapters on postmodern approaches to science education and critiques of modern scientific assumptions in curriculum development.

Product Details

ISBN-13:
9780820449104
Publisher:
Lang, Peter Publishing, Incorporated
Publication date:
12/01/2001
Edition description:
New Edition
Pages:
312
Product dimensions:
8.18(w) x 8.38(h) x 0.54(d)

Meet the Author

The Editors: John A. Weaver teaches at Georgia Southern University and is co-author of Popular Culture and Critical Pedagogy.
Marla Morris is Visiting Professor at Georgia Southern University in New Orleans and author of works on curriculum theory and Holocaust studies.
Peter Appelbaum teaches at William Paterson University and is author of Popular Culture, Educational Discourse, and Mathematics.

Table of Contents

Acknowledgmentsix
Introduction: (Post) Modern Science (Education): Propositions and Alternative Paths1
Part 1Science as Curriculum Theory23
Chapter 1The Object(s) of Culture: Bruno Latour and the Relationship between Science and Culture25
Chapter 2Bachelard as Constructivist41
Chapter 3The Simulacra of Science Education57
Chapter 4Serres Bugs the Curriculum95
Part 2Pastiche Science: Bringing Cultural Studies of Science to Education and Education to the Cultural Studies of Science111
Chapter 5Science Education Through Situated Knowledge129
Chapter 6Genre Analysis as a Way of Understanding Pedagogy in Mathematics Education147
Chapter 7A Feminist Revisioning of Infinity: Small Speculations on a Large Subject177
Chapter 8Cookbook Classrooms; Cognitive Capitulation193
Chapter 9Modernist Traditions in Supervision and the Illusions of Science and Objectivity213
Part 3Pedagogies of the Cultural Studies of Science243
Chapter 10Teaching in the (Crash) Zone: Manifesting Cultural Studies in Science Education249
Chapter 11Pedagogies of Science (In)formed by Global Perspectives: Encouraging Strong Objectivity in Classrooms275
Contributors301
Index305

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