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Activity Theory in Formal and Informal Science Education

  • Book
  • © 2013

Overview

Editors:
  1. Katerina Plakitsi

    1. University of Ioannina, Greece

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  • The volume highlights the potential of Cultural Historical Activity Theory (CHAT) to become a substantial paradigm for science teaching and learning in formal and informal learning environments as well as for teacher training.
  • The connection of CHAT with Science Education is made through curriculum design, ICT micro-activities, workshops, scenarios and other tools that incorporate societal, cultural, historical elements of science.

Part of the book series: Cultural Perspectives in Science Education (CHPS)

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Table of contents (9 chapters)

  1. Front Matter

    Pages i-vi
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  2. Activity Theory in Formal and Informal Science Education

    • Katerina Plakitsi
    Pages 1-15

  3. Cultural-Historical Activity Theory (CHAT) Framework and Science Education in the Positivistic Tradition

    • Katerina Plakitsi
    Pages 17-26

  4. Teaching Science in Science Museums and Science Centers

    • Katerina Plakitsi
    Pages 27-56

  5. Rethinking the Role of Information and Communication Technologies (ICT) in Science Education

    • Katerina Plakitsi
    Pages 57-81

  6. Chat in Developing new Environmental Science Curricula, School Textbooks, and Web-Based Applications for the First Grades

    • Katerina Plakitsi, Eleni Kolokouri, Eftychia Nanni, Efthymis Stamoulis, Xarikleia Theodoraki
    Pages 83-110

  7. Activity Theory, History and Philosophy of Science, and ICT Technologies in Science Teaching Applications

    • Efthymis Stamoulis, Katerina Plakitsi
    Pages 111-157

  8. University Science Teaching Programs

    • Xarikleia Theodoraki, Katerina Plakitsi
    Pages 159-195

  9. A Cultural Historical Scene of Natural Sciences for Early Learners

    • Eleni Kolokouri, Katerina Plakitsi
    Pages 197-228

  10. Biology Education in Elementary Schools

    • Eftychia Nanni, Katerina Plakitsi
    Pages 229-251

  11. Back Matter

    Pages 253-253
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Keywords

About this book

The purpose of this book is to establish a broader context for rethinking science learning and teaching by using cultural historical activity theoretic approach. Activity theory already steps in its third generation and only a few works have been done on its applications to science education, especially in Europe. The context takes into account more recent developments in activity theory applications in US, Canada, Australia and Europe. The chapters articulate new ways of thinking about learning and teaching science i.e., new theoretical perspectives and some case studies of teaching important scientific topics in/for compulsory education. The ultimate purpose of each chapter and the collective book as a whole is to prepare the ground upon which a new pedagogy in science education can be emerged to provide more encompassing theoretical frameworks that allow us to capture the complexity of science learning and teaching as it occurs in and out-of schools. The book captures the dialogic and interactive nature of the transferring the activity theory to both formal and informal science education. It also contributes to the development of innovative curricula, school science textbooks, educational programs and ICT’s materials. As a whole, the book moves theorizing and practicing of science education into new face and uncharted terrain. It is recommended to new scholars and researchers as well as teachers/researchers.

Editors and Affiliations

  • University of Ioannina, Greece

    Katerina Plakitsi

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