Authors:
- The authors contribute to the science education literature with a new approach to teaching and learning by introducing the Being and Becoming Scientists Today Framework, which focuses on learners’ questions rather than static answers from the scientific canon
- The authors show how teachers and their students can be and become scientists today by presenting a new model for reorganizing science learning around the learner-scientist perspective and providing classroom tools and examples from their research in New York City schools
- Can I contribute to science? Do I like to work on the problems of science? These are the questions that arose in this cultural-historical approach to rethinking elementary science education from the perspective of learner-scientists and resulted in a new approach to teaching and learning science detailed here
- Science does not have to be taught from a disciplinary perspective as something that experts do, Kirch and Amoroso show readers a new way to teach science that respects the learner’s perspective
Part of the book series: Cultural Perspectives in Science Education (CHPS)
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Table of contents (7 chapters)
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Front Matter
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Back Matter
About this book
• 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 questions by concentrating on learners and learning. They argue that students are typically taught from a disciplinary perspective of science. Using this lens students are viewed as people who need to learn a particular canon of information, methods, and ways of knowing about the world—a perspective that may be useful for practicing scientists, but not ideal for young learners. In this disciplinary approach to science education there is little room for development as a scientist. In contrast, the approach championed by Kirch and Amoroso places learner questions about the world at the forefront of teaching and learning and treats science as a system of human activity.
The historical explorations, theoretical insights and practical advice presented here are appropriate for all ages and educational settings. In Being and Becoming Scientists Today, the authors provide: new tools for thinking about science, ideas for how to reveal the multiple stories of knowledge production to learners, and approaches to teaching science as a collective process rather than a series of contributions made by (famous) individuals. In these ways, the authors promote the idea that all science learners contribute to the science in our lives."
Authors and Affiliations
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New York University, Canada
Susan A. Kirch
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New York City Department of Education, USA
Michele Amoroso
Bibliographic Information
Book Title: Being and Becoming Scientists Today
Book Subtitle: Reconstructing Assumptions about Science and Science Education toReclaim a Learner–Scientist Perspective
Authors: Susan A. Kirch, Michele Amoroso
Series Title: Cultural Perspectives in Science Education
DOI: https://doi.org/10.1007/978-94-6300-349-0
Publisher: SensePublishers Rotterdam
eBook Packages: Education, Education (R0)
Copyright Information: SensePublishers-Rotterdam, The Netherlands 2016
eBook ISBN: 978-94-6300-349-0Published: 10 February 2016
Edition Number: 1
Number of Pages: XVI, 234
Topics: Education, general