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Theorizing the future of science edu...

Hand, Brian.

Theorizing the future of science education research

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Theorizing the future of science education researchedited by Vaughan Prain, Brian Hand.
其他作者:	Prain, Vaughan.
出版者:	Cham :Springer International Publishing :2019.
面頁冊數:	vi, 196 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	ScienceStudy and teaching
電子資源:	https://doi.org/10.1007/978-3-030-24013-4
ISBN:	9783030240134$q(electronic bk.)

Theorizing the future of science education research
Theorizing the future of science education research[electronic resource] /edited by Vaughan Prain, Brian Hand. - Cham :Springer International Publishing :2019. - vi, 196 p. :ill., digital ;24 cm. - Contemporary trends and issues in science education,v.491878-0482 ;. - Contemporary trends and issues in science education ;v.40..

1.Introduction: Theorizing future research for the science classroom; Vaughan Prain and Brian Hand -- SECTION ONE: Mapping the Big Picture -- 2. Merging cognitive and sociocultural approaches: Towards better understandings of the processes of developing thinking and reasoning; Paul Webb and Bill Whitlow -- 3. Frameworks, Committed Testers, and Science as a Form of Life; Jim Gee -- 4. Writers in Community Model: 15 Recommendations for Future Research in Using Writing to Promote Science Learning; Steve Graham -- SECTION TWO: Theorizing Aspects of Science Learning -- 5. An Exploratory Neuroimaging Study of Argumentative and Summary Writing Using Functional Near Infrared Spectroscopy; Richard Lamb, Brian Hand and Sae Yeol Yoon -- 6. Scientific Practices as an Actor-Network of Literacy Events: Forging a Convergence between Disciplinary Literacy and Scientific Practices; Kok-Sing Tang -- 7. Immersive approaches to science argumentation and literacy: What does it mean to "live" the languages of science?; Brian Hand, Andy Cavagnetto, and Lori Norton-Meier -- 8. Writing as an Epistemological Tool: Perspectives from personal, disciplinary, and sociocultural landscapes; Ying-Chih Chen -- 9. Scientific Literacy Practices from a concept of Discourse Space: Focusing on Resources and Demands for Learning; Sae Yeol Yoon -- 10. Future research in learning with, through and from scientific representations; Vaughan Prain -- 11. "I'm not a writer": Shaping the literacy-related attitudes and beliefs of students and teachers in STEM disciplines; Lisa Emerson -- SECTION THREE: Review -- 12. Critical dialogues for emerging research agendas in science education; Greg Kelly.

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.

ISBN: 9783030240134$q(electronic bk.)

Standard No.: 10.1007/978-3-030-24013-4doiSubjects--Topical Terms:

558229
Science
--Study and teaching

LC Class. No.: Q181 / .T446 2019

Dewey Class. No.: 507.1

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505 0 $a 1.Introduction: Theorizing future research for the science classroom; Vaughan Prain and Brian Hand -- SECTION ONE: Mapping the Big Picture -- 2. Merging cognitive and sociocultural approaches: Towards better understandings of the processes of developing thinking and reasoning; Paul Webb and Bill Whitlow -- 3. Frameworks, Committed Testers, and Science as a Form of Life; Jim Gee -- 4. Writers in Community Model: 15 Recommendations for Future Research in Using Writing to Promote Science Learning; Steve Graham -- SECTION TWO: Theorizing Aspects of Science Learning -- 5. An Exploratory Neuroimaging Study of Argumentative and Summary Writing Using Functional Near Infrared Spectroscopy; Richard Lamb, Brian Hand and Sae Yeol Yoon -- 6. Scientific Practices as an Actor-Network of Literacy Events: Forging a Convergence between Disciplinary Literacy and Scientific Practices; Kok-Sing Tang -- 7. Immersive approaches to science argumentation and literacy: What does it mean to "live" the languages of science?; Brian Hand, Andy Cavagnetto, and Lori Norton-Meier -- 8. Writing as an Epistemological Tool: Perspectives from personal, disciplinary, and sociocultural landscapes; Ying-Chih Chen -- 9. Scientific Literacy Practices from a concept of Discourse Space: Focusing on Resources and Demands for Learning; Sae Yeol Yoon -- 10. Future research in learning with, through and from scientific representations; Vaughan Prain -- 11. "I'm not a writer": Shaping the literacy-related attitudes and beliefs of students and teachers in STEM disciplines; Lisa Emerson -- SECTION THREE: Review -- 12. Critical dialogues for emerging research agendas in science education; Greg Kelly.
520 $a 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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