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001 BRILL9789463003490
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007 cr un uuuua
008 190403s2016 gw sb 001 0 eng d
020 _a9789463003490
_q(electronic book)
020 _z9789463003483
_q(print)
024 7 _a10.1007/978-94-6300-349-0
_2DOI
035 _a(OCoLC)938890983
040 _aNL-LeKB
_cNL-LeKB
_erda
050 4 _aLB1585
072 7 _aEDU
_x000000
_2bisacsh
072 7 _aJN
_2bicssc
082 0 4 _a372.35/044
_223
100 1 _aKirch, Susan A.,
_eauthor.
245 1 0 _aBeing and Becoming Scientists Today :
_bReconstructing Assumptions about Science and Science Education to Reclaim a Learner–Scientist Perspective /
_cSusan A. Kirch, Michele Amoroso.
264 1 _aLeiden,
_aBoston :
_bBrill | Sense,
_c2016.
300 _a1 online resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_2rdacarrier
490 0 _aCultural and Historical Perspectives on Science Education: Research Dialogs;
_vv. 7
490 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
504 _aIncludes bibliographical references and index.
505 0 0 _aPreliminary Material -- Rethinking Science Education from a Learner Perspective -- Being and Becoming Scientists -- Contributing to Science -- Representing Scientific Problems and Tools for Thinking -- Classroom Results from a Knowledge and Knowing Study -- Our Stories -- A Q&A Session with the Authors -- Glossary -- Appendices -- References -- About the Authors -- Name Index -- Subject Index.
506 _aAvailable to subscribing member institutions only.
520 _a• Can I contribute to science? • Do I like to work on the problems of science? • How do scientists know what they know? • Would I like to be|become a scientist? These are questions that interest new science students. The authors provide teachers with an approach to foster and answer these questions by concentrating on learners and learning. They argue that students are typically taught from a disciplinary perspective of science. Using this lens students are viewed as people who need to learn a particular canon of information, methods, and ways of knowing about the world—a perspective that may be useful for practicing scientists, but not ideal for young learners. In this disciplinary approach to science education there is little room for development as a scientist. In contrast, the approach championed by Kirch and Amoroso places learner questions about the world at the forefront of teaching and learning and treats science as a system of human activity. The historical explorations, theoretical insights and practical advice presented here are appropriate for all ages and educational settings. In Being and Becoming Scientists Today , the authors provide: new tools for thinking about science, ideas for how to reveal the multiple stories of knowledge production to learners, and approaches to teaching science as a collective process rather than a series of contributions made by (famous) individuals. In these ways, the authors promote the idea that all science learners contribute to the science in our lives.
650 0 _aScience
_xStudy and teaching (Elementary)
650 0 _aResearch
_xStudy and teaching (Elementary)
700 1 _aAmoroso, Michele,
_eauthor.
776 0 8 _iPrint version:
_tBeing and Becoming Scientists Today: Reconstructing Assumptions about Science and Science Education to Reclaim a Learner–Scientist Perspective
_dLeiden, Boston : Brill | Sense, 2016,
_z9789463003483
830 0 _aCultural and Historical Perspectives on Science Education
_v20/7.
830 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1007/978-94-6300-349-0
999 _c15222
_d15222