000			04011nmm a22003257a 4500
003			OSt
005			20230117123856.0
008			230116b |||||||| |||| 00| 0 eng d
020			_a9783030240127 (e-book)
040			_cCvSU Main Campus Library _erda
041			_aeng
050			_aQ181 _bT34 2019
100			_aZeidler, Dana L _931659 _eeditor
245			_aTheorizing the future of science education research / _cedited by Dana L. Zeidler. [and two other]
260			_aCham, Switzerland : _b Springer, _c2019
300			_a1 online resource (196, pages) : _bcolor illustrations.
336			_2rdacontent _atext
337			_2rdamedia _acomputer
338			_2rdacarrier _aonline resource
500			_ahttps://portal.igpublish.com/iglibrary/ is required to read this e-book.
505			_aIntroduction. 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
520			_aThis 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.
541			_aFund 164 _bCE-Logic _cPurchased _dApril 14, 2022 _eOEBP000330 _fCarmona Campus _hPHP No Price _p0000 _q0000
650		0	_93448 _aScience _xStudy and teaching _xResearch
700			_931660 _aPrain, Vaughan _eeditor
700			_931661 _aHand, Brian _eeditor
856			_uhttps://portal.igpublish.com/iglibrary/obj/SPNA0062352?searchid=1665637051208xl2NHwJ1nAyVy8xrp2Jot _yClick here to read Full-Text E-Book
856			_uhttps://docs.google.com/forms/d/e/1FAIpQLSfSoAj3qM4b_ttQMZLuimqgwkfHDH1NyJ7S4eyjHD7Vr4j7EQ/viewform _yLog-in to the website is required to read this e-book. Click here to request access.
942			_2lcc _cOEB
999			_c61778 _d61778