Editors:
Part of the book series: Contemporary Trends and Issues in Science Education (CTISE, volume 29)
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Table of contents (14 chapters)
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Front Matter
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Introduction: Science Education and Affect
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Teaching, Learning, and Affect
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Back Matter
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
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Western Michigan University, Kalamazoo, USA
William W. Cobern
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City University of New York, USA
Ken Tobin
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University College of Education of Winneba, Ghana
Henry Brown-Acquay
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Universitat Autonoma de Barcelona, Spain
Mariona Espinet
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Bogazici University, Istanbul, Turkey
Gurol Irzik
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The Open University, Hong Kong
Olugbemiro Jegede
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Universidad Autónoma de Colombia, Bogota, Colombia
Lilia Reyes Herrera
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College of Science, Johannesburg, South Africa
Marrisa Rollnick
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University of Oslo, Norway
Svein Sjøberg
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National Changhua University of Education, Taiwan
Hsiao-lin Tuan
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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