ISBN-10:
9400731639
ISBN-13:
9789400731639
Pub. Date:
04/06/2012
Publisher:
Springer Netherlands
Re/Structuring Science Education: ReUniting Sociological and Psychological Perspectives / Edition 1

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

by Wolff-Michael Roth

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Product Details

ISBN-13: 9789400731639
Publisher: Springer Netherlands
Publication date: 04/06/2012
Series: Cultural Studies of Science Education , #2
Edition description: 2010
Pages: 381
Product dimensions: 6.10(w) x 9.25(h) x 0.03(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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