Del 1 - Contemporary Trends and Issues in Science Education

Authentic School Science

Knowing and Learning in Open-Inquiry Science Laboratories

Inbunden, Engelska, 1995

Av Wolff-Michael Roth

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According to John Dewey, Seymour Papert, Donald Schon, and Allan Collins, school activities, to be authentic, need to share key features with those worlds about which they teach. This book documents learning and teaching in open-inquiry learning environments, designed with the precepts of these educational thinkers in mind. The book is thus a first-hand report of knowing and learning by individuals and groups in complex open-inquiry learning environments in science. As such, it contributes to the emerging literature in this field. Secondly, it exemplifies research methods for studying such complex learning environments. The reader is thus encouraged not only to take the research findings as such, but to reflect on the process of arriving at these findings. Finally, the book is also an example of knowledge constructed by a teacher-researcher, and thus a model for teacher-researcher activity.

Produktinformation

Utgivningsdatum1995-01-31
Mått155 x 235 x 22 mm
Vikt647 g
FormatInbunden
SpråkEngelska
SerieContemporary Trends and Issues in Science Education
Antal sidor296
Upplaga1995
FörlagKluwer Academic Publishers
ISBN9780792330882

Tillhör följande kategorier

I. Background.- 1.1. Introduction.- I.2. General Theoretical Grounding.- I.3. Setting.- II. Individual and Collaborative Construction of Knowledge.- II. 1. Individual Construction of Knowledge.- II.2. Individual Constructions.- II.3. Learning as Situated Activity.- II.4. Collaborative Constructions.- II.5. Studies on Collaborative Concept Mapping.- II.6. Tools for Social Thinking.- III. Framing and Solving Problems.- III. 1. Overview of Problem-Solving Research.- III.2. Problem-Setting.- III.3. Teacher Effects in Problem Setting.- III.4. Finding Solutions.- III.5. Concrete Modes of Thinking.- IV. Interactions.- IV. 1. Characteristics of Student-Student Interactions.- IV.2. Interactional Processes.- IV.3. Structure of Interactions.- IV.4. Communities of Knowledge.- IV.5. A Framework for Teacher-Student Interactions.- IV.6. Aprrenticeship in Science Classrooms.- IV.7. Microanalyses of Cognitive Apprenticeship.- Conclusion.- Review of the Findings.- Rethinking Learning Environments.- Epilogue.- Credo.- Changing Practice.