Re/Structuring Science Education

ReUniting Sociological and Psychological Perspectives

Editors:

ISBN: 978-90-481-3995-8 (Print) 978-90-481-3996-5 (Online)

Table of contents (22 chapters)

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  1. Front Matter

    Pages i-viii

  2. SOCIAL PSYCHOLOGICAL FRAMEWORKS

    1. Front Matter

      Pages 32-37

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      Chapter

      Pages 1-12

      ReUniting Sociological and Psychological Perspectives in/for Science Education An Introduction

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      Chapter

      Pages 13-29

      Tuning in to Others’ Voices: Beyond the Hegemony of Mono-logical Narratives

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      Chapter

      Pages 39-52

      Activity, Discourse, & Meaning Some Directions for Science Education

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      Chapter

      Pages 53-57

      Been There, Done That, or Have We?

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      Chapter

      Pages 59-68

      History, Culture, Emergence Informing Learning Designs

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      Chapter

      Pages 69-88

      Standing on the Shoulders of Giants A Balancing Act of Dialectically Theorizing Conceptual Understanding on the Grounds of Vygotsky’s Project

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      Chapter

      Pages 89-97

      A Sociological Response to Stetsenko

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      Chapter

      Pages 99-111

      Turbulence, Risk, and Radical Listening A Context for Teaching and Learning Science

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      Chapter

      Pages 113-143

      Thinking and Speaking: A Dynamic Approach

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      Chapter

      Pages 145-153

      Thinking and Speaking: On Units of Analysis and Its Role in Meaning Making

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      Chapter

      Pages 155-165

      Thinking Dialogically About Thought and Language

  3. POSITIONS AND PERSPECTIVES

    1. Front Matter

      Pages 168-172

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      Chapter

      Pages 173-186

      How Does She Know? Re-visioning Conceptual Change from Feminist Research Perspectives

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      Chapter

      Pages 187-199

      Conceptions and Characterization: An Explanation for the Theory-Practice Gap in Conceptual Change Theory

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      Chapter

      Pages 201-219

      Looking at the Observer: Challenges to the Study of Conceptions and Conceptual Change

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      Chapter

      Pages 221-232

      It Doesn’t Matter What You Think, This is Real: Expanding Conceptions About Urban Students in Science Classrooms

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      Chapter

      Pages 233-241

      Making Science Relevant: Conceptual Change and the Politics of Science Education

  4. SCIENCE AGENCY ACROSS THE LIFE SPAN

    1. Front Matter

      Pages 244-248

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      Chapter

      Pages 249-273

      Glocalizing Artifact, Agency and Activity An Argument for the Practical Relevance of Economic Injustice and Transformation in the Science Education of Mexican Newcomers

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      Chapter

      Pages 275-297

      Concept Development in Urban Classroom Spaces: Dialectical Relationships, Power, and Identity

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      Chapter

      Pages 299-321

      Science as Context and Tool: The Role of Place in Science Learning Among Urban Middle School Youth

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      Chapter

      Pages 323-339

      Becoming an Urban Science Teacher: Teacher Learning as the Collective Performance of Conceptions

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