Beyond Cartesian Dualism Encountering Affect in the Teaching and Lea
There is surprisingly little known about affect in science education. Despite periodic forays into monitoring students’ attitudes-toward-science, the effect of affect is too often overlooked. Beyond Cartesian Dualism gathers together contemporary theorizi
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Science & Technology Education Library VOLUME 29 SERIES EDITOR William W. Cobern, Western Michigan University, Kalamazoo, USA FOUNDING EDITOR Ken Tobin, City University of New York, N.Y., USA EDITORIAL BOARD Henry Brown-Acquay, University College of Education of Winneba, Ghana Mariona Espinet, Universitat Autonoma de Barcelona, Spain Gurol Irzik, Bogazici University, Istanbul, Turkey Olugbemiro Jegede, The Open University, Hong Kong Lilia Reyes Herrera, Universidad Autónoma de Colombia, Bogota, Colombia Marrisa Rollnick, College of Science, Johannesburg, South Africa Svein Sjøberg, University of Oslo, Norway Hsiao-lin Tuan, National Changhua University of Education, Taiwan SCOPE The book series Science & Technology Education Library provides a publication forum for scholarship in science and technology education. It aims to publish innovative books which are at the forefront of the field. Monographs as well as collections of papers will be published.
The titles published in this series are listed at the end of this volume.
Beyond Cartesian Dualism Encountering Affect in the Teaching and Learning of Science
Edited by
STEVE ALSOP York University, Toronto, Canada
A C.I.P. Catalogue record for this book is available from the Library of Congress.
ISBN-10 ISBN-13 ISBN-10 ISBN-13
1-4020-3807-0 (HB) 978-1-4020-3807-5 (HB) 1-4020-3808-9 (e-book) 978-1-4020-3808-2 (e-book)
Published by Springer, P.O. Box 17, 3300 AA Dordrecht, The Netherlands. www.springeronline.com
Printed on acid-free paper
All Rights Reserved © 2005 Springer No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed in the Netherlands.
TABLE OF CONTENTS
ACKNOWLEDGEMENTS
ix
CONTRIBUTORS’ DETAILS
xi
Introduction: Science Education and Affect
1.
BRIDGING THE CARTESIAN DIVIDE: SCIENCE EDUCATION AND AFFECT
1
3
Steve Alsop York University, Toronto, Canada 2.
THE IMPORTANCE OF AFFECT IN SCIENCE EDUCATION
17
Michael J. Reiss Institute of Education, University of London, United Kingdom 3.
INCALCULABLE PRECISION: PSYCHOANALYSIS AND THE MEASURE OF EMOTION
27
Alice Pitt York University, Toronto, Canada Section One: Students’ Attitudes, Hopes, and Dispositions
4.
ATTITUDES TOWARD SCIENCE: A REVIEW OF THE FIELD
Martina Nieswandt Ontario Institute for Studies in Education, University of Toronto, Canada
v
37
41
vi
TABLE OF CONTENTS
5.
EMPOWERED FOR ACTION? HOW DO YOUNG PEOPLE RELATE TO ENVIRONMENTAL CHALLENGES?
53
Camilla Schreiner, Svein Sjøberg Department of Teacher Training and School Development, University of Oslo, Norway 6.
THE SHIFTING ROLES OF ACCEPTANCE AND DISPOSITIONS IN UNDERSTANDING BIOLOGICAL EVOLUTION
69
Sherry Southerland Florida State University Gale M. Si
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