Overview
- Identifies strengths and challenges within and across competing theories
- Proposes informed boundary crossing and workable multi-theoretical perspectives
- Brings together internationally recognized and new and emerging researchers
Part of the book series: Contemporary Trends and Issues in Science Education (CTISE, volume 49)
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Table of contents (12 chapters)
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Front Matter
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Mapping the Big Picture
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Front Matter
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Theorizing Aspects of Science Learning
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Front Matter
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Review
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Front Matter
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Keywords
- Science Education Research
- future teaching and learning of science in schools
- science educators
- student learning
- multi-modal nature of learning in science
- science learning in schools
- development of thinking and reasoning
- promote Science learning
- Science argumentation
- Future theory of Science Education
- enhancing science education
- future science education
- socio-semiotic dimension to learning
- meaningful learner roles
- purposes and processes for doing science
- Theories of learning in Science Education
- learning and instruction
About this book
This book reviews the current state of theoretical accounts of the what and how of science learning in schools. The book starts out by presenting big-picture perspectives on key issues. In these first chapters, it focuses on the range of resources students need to acquire and refine to become successful learners. It examines meaningful learner purposes and processes for doing science, and structural supports to optimize cognitive engagement and success. Subsequent chapters address how particular purposes, resources and experiences can be conceptualized as the basis to understand current practices. They also show how future learning opportunities should be designed, lived and reviewed to promote student engagement/learning. Specific topics include insights from neuro-imaging, actor-network theory, the role of reasoning in claim-making for learning in science, and development of disciplinary literacies, including writing and multi-modal meaning-making. All together the book offers leads to science educators on theoretical perspectives that have yielded valuable insights into science learning. In addition, it proposes new agendas to guide future practices and research in this subject.
Reviews
Editors and Affiliations
About the editors
Brian Hand is a Distinguished Professor of Science Education at the University of Iowa. He started his career as a chemistry and physics teacher (11 years) before moving into higher education. He has developed a strong research interest in writing and science argument. His focus has been on implementing the Science Writing Heuristic approach to learning for which he has been able to get a series of major grants to explore classroom implementation of the approach.
Bibliographic Information
Book Title: Theorizing the Future of Science Education Research
Editors: Vaughan Prain, Brian Hand
Series Title: Contemporary Trends and Issues in Science Education
DOI: https://doi.org/10.1007/978-3-030-24013-4
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Switzerland AG 2019
Hardcover ISBN: 978-3-030-24012-7Published: 05 November 2019
Softcover ISBN: 978-3-030-24015-8Published: 05 November 2020
eBook ISBN: 978-3-030-24013-4Published: 22 October 2019
Series ISSN: 1878-0482
Series E-ISSN: 1878-0784
Edition Number: 1
Number of Pages: VI, 196
Number of Illustrations: 18 b/w illustrations
Topics: Science Education, Teaching and Teacher Education, Learning & Instruction