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Beyond Cartesian Dualism

Encountering Affect in the Teaching and Learning of Science.

  • Book
  • © 2005

Overview

Editors:
  1. William W. Cobern

    1. Western Michigan University, Kalamazoo, USA

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  2. Ken Tobin

    1. City University of New York, USA

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  3. Henry Brown-Acquay

    1. University College of Education of Winneba, Ghana

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  4. Mariona Espinet

    1. Universitat Autonoma de Barcelona, Spain

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  5. Gurol Irzik

    1. Bogazici University, Istanbul, Turkey

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  6. Olugbemiro Jegede

    1. The Open University, Hong Kong

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  7. Lilia Reyes Herrera

    1. Universidad Autónoma de Colombia, Bogota, Colombia

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  8. Marrisa Rollnick

    1. College of Science, Johannesburg, South Africa

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  9. Svein Sjøberg

    1. University of Oslo, Norway

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  10. Hsiao-lin Tuan

    1. National Changhua University of Education, Taiwan

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  11. Steve Alsop

    1. York University, Toronto, Canada

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Part of the book series: Contemporary Trends and Issues in Science Education (CTISE, volume 29)

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Table of contents (14 chapters)

  1. Front Matter

    Pages i-xv
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  2. Introduction: Science Education and Affect

    1. Bridging the Cartesian Divide: Science Education and Affect

      • Steve Alsop
      Pages 3-16

    2. The Importance of Affect in Science Education

      • Michael J. Reiss
      Pages 17-25

    3. Incalculable Precision: Psychoanalysis and the Measure of Emotion

      • Alice J. Pitt
      Pages 27-36

  3. Students’ Attitudes, Hopes, and Dispositions

    1. Attitudes Toward Science: A Review of the Field

      • Martina Nieswandt
      Pages 41-52

    2. Empowered for Action? How Do Young People Relate to Environmental Challenges?

      • Camilla Schreiner, Svein Sjøberg
      Pages 53-68

    3. The Shifting Roles of Acceptance and Dispositions in Understanding Biological Evolution

      • Sherry A. Southerland, Gale M. Sinatra
      Pages 69-78

  4. Teaching, Learning, and Affect

    1. Student Learning in Science Classrooms: What Role Does Motivation Play?

      • Christina Rhee Bonney, Toni M. Kempler, Akane Zusho, Brian P. Coppola, Paul R. Pintrich
      Pages 83-97

    2. Practical Work and the Affective Domain: What Do We Know, What Should We Ask, and What is Worth Exploring Further?

      • Jerry Wellington
      Pages 99-109

    3. Museums, Affect, and Cognition: The View from Another Window

      • Lynn D. Dierking
      Pages 111-122

    4. Emotions and Science Teaching: Present Research and Future Agendas

      • Michalinos Zembylas
      Pages 123-132

  6. Back Matter

    Pages 187-199
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Keywords

About this book

There is surprisingly little known about affect in science education. Despite periodic forays into monitoring students’ attitudes-toward-science, the effect of affect is too often overlooked. Beyond Cartesian Dualism gathers together contemporary theorizing in this axiomatic area. In fourteen chapters, senior scholars of international standing use their knowledge of the literature and empirical data to model the relationship between cognition and affect in science education. Their revealing discussions are grounded in a broad range of educational contexts including school classrooms, universities, science centres, travelling exhibits and refugee camps, and explore an array of far reaching questions. What is known about science teachers’ and students’ emotions? How do emotions mediate and moderate instruction? How might science education promote psychological resilience? How might educators engage affect as a way of challenging existing inequalities and practices?

This book will be an invaluable resource for anybody interested in science education research and more generally in research on teaching, learning and affect. It offers educators and researchers a challenge, to recognize the mutually constitutive nature of cognition and affect.

Editors and Affiliations

  • Western Michigan University, Kalamazoo, USA

    William W. Cobern

  • City University of New York, USA

    Ken Tobin

  • University College of Education of Winneba, Ghana

    Henry Brown-Acquay

  • Universitat Autonoma de Barcelona, Spain

    Mariona Espinet

  • Bogazici University, Istanbul, Turkey

    Gurol Irzik

  • The Open University, Hong Kong

    Olugbemiro Jegede

  • Universidad Autónoma de Colombia, Bogota, Colombia

    Lilia Reyes Herrera

  • College of Science, Johannesburg, South Africa

    Marrisa Rollnick

  • University of Oslo, Norway

    Svein Sjøberg

  • National Changhua University of Education, Taiwan

    Hsiao-lin Tuan

  • York University, Toronto, Canada

    Steve Alsop

Bibliographic Information

  • Book Title: Beyond Cartesian Dualism

  • Book Subtitle: Encountering Affect in the Teaching and Learning of Science.

  • Editors: William W. Cobern, Ken Tobin, Henry Brown-Acquay, Mariona Espinet, Gurol Irzik, Olugbemiro Jegede, Lilia Reyes Herrera, Marrisa Rollnick, Svein Sjøberg, Hsiao-lin Tuan, … Steve Alsop

  • Series Title: Contemporary Trends and Issues in Science Education

  • DOI: https://doi.org/10.1007/1-4020-3808-9

  • Publisher: Springer Dordrecht

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: Springer Science+Business Media B.V. 2005

  • Hardcover ISBN: 978-1-4020-3807-5Published: 17 November 2005

  • eBook ISBN: 978-1-4020-3808-2Published: 15 February 2006

  • Series ISSN: 1878-0482

  • Series E-ISSN: 1878-0784

  • Edition Number: 1

  • Number of Pages: XVI, 198

  • Topics: Science Education, Learning & Instruction, Teaching and Teacher Education

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