Re/Structuring Science Education: ReUniting Sociological and Psychological Perspectives / Edition 1

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More About This Textbook

Overview

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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Product Details

  • ISBN-13: 9789048139958
  • Publisher: Springer Netherlands
  • Publication date: 2/12/2010
  • Series: Cultural Studies of Science Education Series , #2
  • Edition description: 2010
  • Edition number: 1
  • Pages: 381
  • Product dimensions: 6.10 (w) x 9.30 (h) x 1.10 (d)

Table of Contents

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

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