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001 BRILL9789087906634
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007 cr un uuuua
008 190403s2008 gw sb 001 0 eng d
020 _a9789087906634
_q(electronic book)
020 _z9789087906627
_q(print)
024 7 _a10.1163/9789087906634
_2DOI
035 _a(OCoLC)314633681
040 _aNL-LeKB
_cNL-LeKB
_erda
050 4 _aQ181
072 7 _aEDU
_x000000
_2bisacsh
072 7 _aJN
_2bicssc
082 0 4 _a507
_223
245 1 0 _aLearner-centered Science Education /
_cCliff Malcom, Michael Anthony Samuel.
264 1 _aLeiden,
_aBoston :
_bBrill | Sense,
_c2008.
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: Distinguished Contributors;
_vv. 2
490 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
504 _aIncludes bibliographical references and index.
505 0 0 _tPreliminary Material /
_rRubby Dhunpath --
_tTransformational outcomes-based education? /
_rRubby Dhunpath --
_tThe fish and the fly /
_rRubby Dhunpath --
_tLearner-centred education /
_rRubby Dhunpath --
_tOutcomes and outcomes /
_rRubby Dhunpath --
_tThe matriculation camp /
_rRubby Dhunpath --
_tBegin at the middle /
_rRubby Dhunpath --
_tAsk Greg and Joanne /
_rRubby Dhunpath --
_tPauline Hansen and the Devil’s bargain /
_rRubby Dhunpath --
_tListening to the children /
_rRubby Dhunpath --
_tThe technology of schooling /
_rRubby Dhunpath --
_tThat’s not assessment, that’s teaching /
_rRubby Dhunpath --
_tParallel lines that meet /
_rRubby Dhunpath --
_tChoosing the content of ‘Science’ /
_rRubby Dhunpath --
_tTeachers as professionals /
_rRubby Dhunpath --
_tThe world as a machine /
_rRubby Dhunpath --
_tMay you grow to be strong /
_rRubby Dhunpath --
_tMicrocosm of a bigger world? /
_rRubby Dhunpath --
_tHumans began here /
_rRubby Dhunpath --
_tPeople make it happen /
_rRubby Dhunpath --
_tThe personal nature of teaching and learning /
_rRubby Dhunpath --
_tChallenge, continuity and learning /
_rRubby Dhunpath --
_tOne god, one true love, one right answer /
_rRubby Dhunpath --
_tIn and out of the mainstream /
_rRubby Dhunpath --
_tAuthority, power and learner-centred education /
_rRubby Dhunpath --
_tShopping for a culture? /
_rRubby Dhunpath --
_tHow much freedom do we give? /
_rRubby Dhunpath --
_tDoes curry dissolve? /
_rRubby Dhunpath --
_tHIV/AIDS, the pandemic /
_rRubby Dhunpath --
_tGood tests are hard to write! /
_rRubby Dhunpath --
_tWhich knowledge is persuasive? /
_rRubby Dhunpath --
_tLearning from children, little princes and frogs /
_rRubby Dhunpath --
_tTravelling to Brazil: the IOSTE Conference /
_rRubby Dhunpath --
_tValues, knowledge and science /
_rRubby Dhunpath --
_tEclipsed /
_rRubby Dhunpath --
_tScience, science education and war /
_rRubby Dhunpath --
_tScience and beliefs in medicine /
_rRubby Dhunpath --
_tScience literacy in a diverse world? /
_rRubby Dhunpath --
_tGenerosity, energy and power /
_rRubby Dhunpath --
_tMy father is always right /
_rRubby Dhunpath --
_tLearning through work /
_rRubby Dhunpath --
_tContext, relevance and interest /
_rRubby Dhunpath --
_tMore than tests can show /
_rRubby Dhunpath --
_tCreativity as essential learning? /
_rRubby Dhunpath --
_tSuccessful science is not in the genes /
_rRubby Dhunpath --
_tHow I like to learn /
_rRubby Dhunpath --
_tTeachers’ motivations /
_rRubby Dhunpath --
_tWhen beliefs and knowledge are not enough /
_rRubby Dhunpath --
_tUnplugged /
_rRubby Dhunpath --
_tProblems with identity /
_rRubby Dhunpath --
_tComing home /
_rRubby Dhunpath.
506 _aAvailable to subscribing member institutions only.
520 _aThis book arises from the author’s experience of the South African science curriculum development and teaching since 1994, exploring definitions of science and approaches to science education appropriate to a newly liberated developing country. Each of the 50 chapters is borne out of Cliff Malcolm’s close relationships with communities in SA where he obtained deep insights into their attitudes to science teaching and learning, providing him with an empirical basis to challenge tertiary institutions to transform their curriculum offerings to embrace the culture and world views of African students. The author makes a compelling case for the evolution of relevant science teaching and learning that provide ‘capital’ for indigenous knowledges. The book has relevance also to first world countries, because the social and educational problems facing South Africa, though starker here, are present in all countries. The book addresses, among others, the nature of scientific knowledge and knowledge production; how scientific knowledge can be accessed and represented; what counts as legitimate scientific knowledge in the South African context of colonization, liberation, inequity and African belief systems. The book extends the debates on “African” Science, and offers ways of talking and writing about science that reframe it, acknowledging problematics and pluralism, offering ways of bringing Western and African thought together. Using a richly descriptive novelistic style, the author sketches vivid portraits of his research sites, participants and experiences. His vignettes are embedded in deep theoretical insights, lending gravity to the development discourse in science education, providing a coherent language for the transformational agendas of science educators committed to the project of social justice through a relevant science.
650 0 _aScience
_xStudy and teaching.
650 0 _aActive learning.
700 1 _aSamuel, Michael Anthony,
_eeditor.
700 1 _aMalcom, Cliff,
_eeditor.
776 0 8 _iPrint version:
_tLearner-centered Science Education
_dLeiden, Boston : Brill | Sense, 2008,
_z9789087906627
830 0 _aCultural and Historical Perspectives on Science Education
_v4/2.
830 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1163/9789087906634
999 _c42425
_d42425