A Cultural-Historical Study of Children Learning Science Foregroundi
This book provides an account of children’s science learning beyond the traditional constructivist and social-constructivist view. It conceptualises science as a body of knowledge that humans have constructed (historically) and reconstructed (contemporary
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Marilyn Fleer Niklas Pramling
A CulturalHistorical Study of Children Learning Science Foregrounding Affective Imagination in Play-based Settings
A Cultural-Historical Study of Children Learning Science
Cultural Studies of Science Education Volume 11 Series Editors KENNETH TOBIN, City University of New York The Graduate Centre, New York, USA CATHERINE MILNE, Department of Teaching and Learning, New York University The Steinhardt School of Culture, Educat, New York, USA CHRISTINA SIRY, Faculty of Language and Literature, Huma, University of Luxembourg, Walferdange, Luxembourg MICHAEL P. MUELLER, Anchorage, Alaska, USA The series is unique in focusing on the publication of scholarly works that employ social and cultural perspectives as foundations for research and other scholarly activities in the three fields implied in its title: science education, education, and social studies of science. The aim of the series is to establish bridges to related fields, such as those concerned with the social studies of science, public understanding of science, science/technology and human values, or science and literacy. Cultural Studies of Science Education, the book series explicitly aims at establishing such bridges and at building new communities at the interface of currently distinct discourses. In this way, the current almost exclusive focus on science education on school learning would be expanded becoming instead a focus on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon. The book series is conceived as a parallel to the journal Cultural Studies of Science Education, opening up avenues for publishing works that do not fit into the limited amount of space and topics that can be covered within the same text.
More information about this series at http://www.springer.com/series/8286
Marilyn Fleer • Niklas Pramling
A Cultural-Historical Study of Children Learning Science Foregrounding Affective Imagination in Play-based Settings
Marilyn Fleer Monash University Frankston, VIC, Australia
Niklas Pramling University of Gothenburg Gothenburg, Sweden
ISSN 1879-7229 ISSN 1879-7237 (electronic) ISBN 978-94-017-9369-8 ISBN 978-94-017-9370-4 (eBook) DOI 10.1007/978-94-017-9370-4 Springer Dordrecht Heidelberg New York London Library of Congress Control Number: 2014947233 © Springer Science+Business Media Dordrecht 2015 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for excl
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