Overview
- Brings together the social, sociological, sociocultural, and cultural-historical approaches to science education
- Deals with the different forms of mediation of learning that arises from the sociality of human beings and the structures of society
- Only volume integrating psychological and sociological perspectives on science education
Part of the book series: Cultural Studies of Science Education (CSSE, volume 2)
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About this book
Since its beginnings, science education has been under the influence of psychological theories of knowing and learning, while in more recent years, social constructivist and sociological frameworks have also begun to emerge. With little work being done on showing how the perspectives of these separate approaches might be integrated, this work aims to plug the gap. The book helps lay the groundwork for reuniting sociological and psychological perspectives on the knowing, learning, and teaching of science. Featuring a range of integrative efforts beginning with simple conversation, the chapters here include not only articles but also commentaries that engage with other papers, as well as a useful running narrative that, from the introduction to the epilogue, contextualizes the book and its sections. Specific attention is given to cultural-historical activity theory, which already offers an integration of psychological and cultural-historical (sociological) perspectives on collectivelymotivated human activities. A number of chapters, as well as the contextualizing narrative, explicitly use this theory as a framework for rethinking science education to achieve the reunification that is the goal of this work.
All the contributors to this volume have produced texts that contribute to the effort of overcoming the extant divide between sociological and psychological approaches to science education research and practice. From very different positions—gender, culture, race—they provide valuable insights to reuniting approaches in both theory and method in the field. As an ensemble, the contributions constitute a rich menu of ideas from which new forms of science education can emerge.
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Keywords
Table of contents (22 chapters)
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SOCIAL PSYCHOLOGICAL FRAMEWORKS
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POSITIONS AND PERSPECTIVES
Reviews
From the book reviews:
“Re/Structuring Science Education is a book based on an interactive assembly, the 2008 Springer Forum, which was held in New York … . Some of the approaches to research on science education discussed, for example in relation to gender issues and to teaching science in ‘urban classrooms’, are quite innovative and well worth consideration. Those researchers who are particularly interested in the comparison of theoretical perspectives, research paradigms and approaches will also find much on such matters here.” (Neil Mercer, Studies in Science Education, February, 2014)
Editors and Affiliations
Bibliographic Information
Book Title: Re/Structuring Science Education
Book Subtitle: ReUniting Sociological and Psychological Perspectives
Editors: Wolff-Michael Roth
Series Title: Cultural Studies of Science Education
DOI: https://doi.org/10.1007/978-90-481-3996-5
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media B.V. 2010
Hardcover ISBN: 978-90-481-3995-8Published: 26 February 2010
Softcover ISBN: 978-94-007-3163-9Published: 04 May 2012
eBook ISBN: 978-90-481-3996-5Published: 24 December 2009
Series ISSN: 1879-7229
Series E-ISSN: 1879-7237
Edition Number: 1
Number of Pages: VIII, 381
Topics: Higher Education, Science, Humanities and Social Sciences, multidisciplinary, Administration, Organization and Leadership, Science Education, Educational Psychology, Sociology of Education