Being and Becoming Scientists Today Reconstructing Assumptions about Science and Science Education to Reclaim a Learner–Scientist Perspective /

"• Can I contribute to science? • Do I like to work on the problems of science? • How do scientists know what they know? • Would I like to be|become a scientist? These are questions that interest new science students. The authors provide teachers with an approach to foster and answer these ques...

Πλήρης περιγραφή

Λεπτομέρειες βιβλιογραφικής εγγραφής
Κύριοι συγγραφείς: Kirch, Susan A. (Συγγραφέας), Amoroso, Michele (Συγγραφέας)
Συγγραφή απο Οργανισμό/Αρχή: SpringerLink (Online service)
Μορφή: Ηλεκτρονική πηγή Ηλ. βιβλίο
Γλώσσα:English
Έκδοση: Rotterdam : SensePublishers : Imprint: SensePublishers, 2016.
Σειρά:Cultural and Historical Perspectives On Science education, Research Dialogs
Θέματα:
Διαθέσιμο Online:Full Text via HEAL-Link
Πίνακας περιεχομένων:
  • Acknowledgments
  • Introduction
  • Rethinking Science Education from a Learner Perspective: A Framework for Being and Becoming Scientists Today
  • Science as a System of Human Activity
  • Conclusion
  • Being and Becoming Scientists: What Does It Mean to Be|Become a Scientist? Who Can Be|Become a Scientist? How Do I Be|Become a Scientist? How Am I a Scientist Today?
  • It’s Always Time to Challenge and Reconstruct Ideals
  • Who Can Be|Become a Scientist? Myth and Reality
  • Inquiry Projects and Tools to Support Being|Becoming Scientists
  • Contributing to Science: What Is Scientific Knowledge? How Does One Contribute to Science or Scientific Knowledge? Could I Contribute to Science?
  • Contribution
  • Conclusion
  • Representing Scientific Problems and Tools for Thinking: What Kinds of Problems Do Scientists Work on? Do I Like to Work on the Problems of Science? Would I Like to Be|Become a Scientist?
  • Topic: Energy Concept
  • A New Lens for Instructional Planning and Curriculum Review
  • Conclusion
  • Classroom Results from a Knowledge and Knowing Study: How Do I Know What I Know? How Do Scientists Know What They Know?
  • Establishing Student-Centered Research Activities in Daily Instruction with the KKS Study
  • Conclusion
  • Our Stories: Our Stories of Being|Becoming Educators and Learner–Scientists and of How We Met
  • A Q&A Session with the Authors: A Brief Dialog in Response to Two Questions that Arose after We Finished Writing and Began Sharing Parts of This Book with Colleagues
  • Glossary
  • Appendices
  • References
  • About the Authors
  • Name Index
  • Subject Index. .