Theorizing the future of science education research / edited by Dana L. Zeidler. [and two other]

By:

Zeidler, Dana L [editor]

Contributor(s):

Material type:

Computer fileLanguage: English Publication details: Cham, Switzerland : Springer, 2019Description: 1 online resource (196, pages) : color illustrationsContent type:

text

Media type:

computer

Carrier type:

online resource

ISBN:

9783030240127 (e-book)

Subject(s):

Science -- Study and teaching -- Research

LOC classification:

Q181 T34 2019

Online resources:

Contents:

Introduction. Theorizing future research for the science classroom -- I. Mapping the big picture -- 2. Merging cognitive and sociocultural approaches : toward better understandings of the processes of developing thinking and reasoning -- 3. Frameworks, committed testers, and science as a form of life -- 4. Writers in community model : 15 recommendations for future research in using writing to promote science learning -- II. Theorizing aspects of science learning -- 5. An exploratory neuroimaging study of argumentative and summary writing -- 6. Scientific practices as an actor-network of literacy events : forging a convergence between disciplinary literacy and scientific practices -- 7. Immersive approaches to science argumentation and literacy : what does it mean to “live” the languages of science? -- 8. Writing as an epistemological tool : perspectives from personal, disciplinary, and sociocultural landscapes -- 9. Scientific literacy practices from a concept of discourse space : focusing on resources and demands for learning -- 10. Future research in learning with, through and from scientific representations -- 11: “I’m not a writer”: shaping the literacy-related attitudes and beliefs of students and teachers in STEM disciplines -- III: Review -- 12. Critical dialogues for emerging research agendas in science education

Summary: This book reviews the current state of theoretical accounts of the what and how of science learning in schools. The book starts out by presenting big-picture perspectives on key issues. In these first chapters, it focuses on the range of resources students need to acquire and refine to become successful learners. It examines meaningful learner purposes and processes for doing science, and structural supports to optimize cognitive engagement and success. Subsequent chapters address how particular purposes, resources and experiences can be conceptualized as the basis to understand current practices. They also show how future learning opportunities should be designed, lived and reviewed to promote student engagement/learning. Specific topics include insights from neuro-imaging, actor-network theory, the role of reasoning in claim-making for learning in science, and development of disciplinary literacies, including writing and multi-modal meaning-making. All together the book offers leads to science educators on theoretical perspectives that have yielded valuable insights into science learning. In addition, it proposes new agendas to guide future practices and research in this subject.

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Holdings ( 2 )
Title notes ( 4 )

Holdings
Item type	Current library	Collection	Call number	Materials specified	Status	Notes	Date due	Barcode
Online E-Books	Ladislao N. Diwa Memorial Library Multimedia Section	Non-fiction	OEBP Q181 T34 2019 (Browse shelf(Opens below))		Available	PAV		OEBP000330
Compact Discs	Ladislao N. Diwa Memorial Library Multimedia Section	Non-fiction	EB Q181 T34 2019 (Browse shelf(Opens below))		Available	PAV		EB000330

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Introduction. Theorizing future research for the science classroom -- I. Mapping the big picture -- 2. Merging cognitive and sociocultural approaches : toward better understandings of the processes of developing thinking and reasoning -- 3. Frameworks, committed testers, and science as a form of life -- 4. Writers in community model : 15 recommendations for future research in using writing to promote science learning -- II. Theorizing aspects of science learning -- 5. An exploratory neuroimaging study of argumentative and summary writing -- 6. Scientific practices as an actor-network of literacy events : forging a convergence between disciplinary literacy and scientific practices -- 7. Immersive approaches to science argumentation and literacy : what does it mean to “live” the languages of science? --
8. Writing as an epistemological tool : perspectives from personal, disciplinary, and sociocultural landscapes -- 9. Scientific literacy practices from a concept of discourse space : focusing on resources and demands for learning -- 10. Future research in learning with, through and from scientific representations -- 11: “I’m not a writer”: shaping the literacy-related attitudes and beliefs of students and teachers in STEM disciplines -- III: Review -- 12. Critical dialogues for emerging research agendas in science education

This book reviews the current state of theoretical accounts of the what and how of science learning in schools. The book starts out by presenting big-picture perspectives on key issues. In these first chapters, it focuses on the range of resources students need to acquire and refine to become successful learners. It examines meaningful learner purposes and processes for doing science, and structural supports to optimize cognitive engagement and success. Subsequent chapters address how particular purposes, resources and experiences can be conceptualized as the basis to understand current practices. They also show how future learning opportunities should be designed, lived and reviewed to promote student engagement/learning. Specific topics include insights from neuro-imaging, actor-network theory, the role of reasoning in claim-making for learning in science, and development of disciplinary literacies, including writing and multi-modal meaning-making. All together the book offers leads to science educators on theoretical perspectives that have yielded valuable insights into science learning. In addition, it proposes new agendas to guide future practices and research in this subject.

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