Identity Construction and Science Education Research Learning, Teach
In this edited volume, science education scholars engage with the constructs of identity and identity construction of learners, teachers, and practitioners of science. Reports on empirical studies and commentaries serve to extend theoretical understanding
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BOLD VISIONS IN EDUCATIONAL RESEARCH Volume 35 Series Editors: Kenneth Tobin, The Graduate Center, City University of New York, USA Carolyne Ali-Khan, University of North Florida, USA Scope: Bold Visions in Educational Research is international in scope and includes books from two areas: teaching and learning to teach and research methods in education. Each area contains multi-authored handbooks of approximately 200,000 words and monographs (authored and edited collections) of approximately 130,000 words. All books are scholarly, written to engage specified readers and catalyze changes in policies and practices. Defining characteristics of books in the series are their explicit uses of theory and associated methodologies to address important problems. We invite books from across a theoretical and methodological spectrum from scholars employing quantitative, statistical, experimental, ethnographic, semiotic, hermeneutic, historical, ethnomethodological, phenomenological, case studies, action, cultural studies, content analysis, rhetorical, deconstructive, critical, literary, aesthetic and other research methods. Books on teaching and learning to teach focus on any of the curriculum areas (e.g., literacy, science, mathematics, social science), in and out of school settings, and points along the age continuum (pre K to adult). The purpose of books on research methods in education is not to present generalized and abstract procedures but to show how research is undertaken, highlighting the particulars that pertain to a study. Each book brings to the foreground those details that must be considered at every step on the way to doing a good study. The goal is not to show how generalizable methods are but to present rich descriptions to show how research is enacted. The books focus on methodology, within a context of substantive results so that methods, theory, and the processes leading to empirical analyses and outcomes are juxtaposed. In this way method is not reified, but is explored within well-described contexts and the emergent research outcomes. Three illustrative examples of books are those that allow proponents of particular perspectives to interact and debate, comprehensive handbooks where leading scholars explore particular genres of inquiry in detail, and introductory texts to particular educational research methods/issues of interest. to novice researchers.
Identity Construction and Science Education Research Learning, Teaching, and Being in Multiple Contexts
Maria Varelas (Ed.) University of Illinois at Chicago, USA
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6209-041-5 (paperback) ISBN: 978-94-6209-042-2 (hardback) ISBN: 978-94-6209-043-9 (e-book)
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