Overview
- Addresses the relevance of Vygotskian theory to promote science learning and teaching
- Explores new ideas and pedagogic approaches applied to Science and STEM Education research
- Provides an accessible text for undergraduate and postgraduate students and teachers of science education
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About this book
This book highlights those aspects of Vygotskian theory which are most cogent to Science Education, including the Zone of Proximal Development (ZPD), concept development, play and imagination. Whilst these and other Vygotskian constructs apply to both research and practice in all forms of Science Education, this book employs a specific and critical focus on one or two key concepts for each context. Thus play and imagination are explored in depth in the chapter on science in early childhood learning, the ZPD is considered in depth in the primary school science chapter, and concept development in the secondary-level chapter. Chapters on higher education science learning and teaching, science teacher education, informal science learning, science education research, and the scientific endeavour itself draws on those aspects of Vygotskian theory which relate most closely. This book makes an important contribution to Vygotskian theory. Never before has it been applied so widelyand comprehensively to the field of science and STEM education. The book is intended for students and academics in science and STEM education and the social sciences. It is also of interest to Vygotsky scholars and those involved in the analysis of pedagogic practice within and beyond science and STEM education.
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Keywords
- Lev Vygotsky
- Vygotsky in Science Education
- Science education research
- Vygotsky theory in science education research
- Vygotsky and primary science
- science learning in secondary education
- science in higher education
- science teacher education
- informal science
- play and imagination
- zone of proximal development
- scientific endeavour
- Vygotsky theory
- STEM Education
- primary school science
- concept development
- science teacher education
Table of contents (11 chapters)
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Front Matter
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Introduction
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Front Matter
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Vygotsky and His Legacy to Science Education
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Front Matter
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Application of Vygotskian Theory in Science Education Contexts
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Front Matter
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Back Matter
Authors and Affiliations
About the author
Dr Colette Murphy (BSc [Hons], MEd, MScEd, PhD, MIBiol, FHEA), is a professor of science and mathematics education the School of Education, Trinity College Dublin. After being awarded a BSc (Hons) in Botany from Queens University Belfast and a PhD in Plant Biology from Bangor University in Wales, she started a career in teaching Biology and chemistry in St Michael’s Senior High School in Co Armagh. Two years later she became a Lecturer in biology and science education in St Mary’s University College Belfast, then moved to Queen’s University Belfast as a senior lecturer, and finally as a professor to Trinity College Dublin. She is an international Vygotsky scholar, having been to Russia four times to continue her research and teaching in science education from Vygotskian perspectives. She is also a world leader in coteaching, principally in formal education settings, which has led to two coteaching books, and 30+ articles in peer-reviewed and professional journals.
Bibliographic Information
Book Title: Vygotsky and Science Education
Authors: Colette Murphy
DOI: https://doi.org/10.1007/978-3-031-05244-6
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Switzerland AG 2022
Hardcover ISBN: 978-3-031-05243-9Published: 19 May 2022
Softcover ISBN: 978-3-031-05246-0Published: 20 May 2023
eBook ISBN: 978-3-031-05244-6Published: 18 May 2022
Edition Number: 1
Number of Pages: IX, 195
Number of Illustrations: 1 b/w illustrations
Topics: Science Education, Teaching and Teacher Education, Study and Learning Skills, Educational Psychology, Research Methods in Education