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Theorizing the Future of Science Education Research

Vaughan Prain (Hrsg.), Brian Hand (Hrsg.)

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ca. 96,29
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Springer International Publishing img Link Publisher

Geisteswissenschaften, Kunst, Musik / Erwachsenenbildung

Beschreibung

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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future teaching and learning of science in schools, future science education, development of thinking and reasoning, socio-semiotic dimension to learning, promote Science learning, science educators, student learning, Science argumentation, multi-modal nature of learning in science, science learning in schools, Future theory of Science Education, learning and instruction, enhancing science education, meaningful learner roles, Science Education Research, Theories of learning in Science Education, purposes and processes for doing science