Re/Structuring Science Education ReUniting Sociological and Psycholo
Since its beginnings, science education has been under the influence of psychological theories of knowing and learning, while in more recent years, social constructivist and sociological frameworks have also begun to emerge. With little work being done on
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Wolff-Michael Roth
Re/Structuring Science Education ReUniting Sociological and Psychological Perspectives
123
Professor Wolff-Michael Roth University of Victoria Applied Cognitive Science P.O. Box 3100 STN CSC Victoria BC V8W 3N4 Canada [email protected]
ISBN 978-90-481-3995-8 e-ISBN 978-90-481-3996-5 DOI 10.1007/978-90-481-3996-5 Springer Dordrecht Heidelberg London New York Library of Congress Control Number: 2009943056 © Springer Science + Business Media B.V. 2010 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 ofbeing entered and executed on a computer system, for exclusive use by the purchaser of the work. Cover design: SPi Publisher Services Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Table of Contents
Preface 1.
2.
ReUniting Sociological and Psychological Perspectives in/for Science Education: An Introduction Wolff-Michael Roth
1
Tuning in to Others’ Voices: Beyond the Hegemony of Mono-Logical Narratives Kenneth Tobin
13
A. SOCIAL PSYCHOLOGICAL FRAMEWORKS 3.
vii
31
Editor’s Introduction
33
Activity, Discourse, & Meaning: Some Directions for Science Education Gregory J. Kelly, Asli Sezen
39
4.
Been There, Done That, or Have We? Yew Jin Lee
53
5.
History, Culture, Emergence: Informing Learning Designs Donna DeGennaro
59
6.
Standing on the Shoulders of Giants: A Balancing Act of Dialectically Theorizing Conceptual Understanding on the Grounds of Vygotsky’s Project Anna Stetsenko
7.
A Sociological Response to Stetsenko Regina Smardon
8.
Turbulence, Risk, and Radical Listening: A Context for Teaching and Learning Science Wesley Pitts
9.
Thinking and Speaking: A Dynamic Approach Wolff-Michael Roth
10. Thinking and Speaking: On Units of Analysis and its Role in Meaning Making Eduardo F. Mortimer 11. Thinking Dialogically About Thought and Language Pei-Ling Hsu
69 89
99 113
145 155
vi
Table of Contents
B. POSITIONS AND PERSPECTIVES Editor’s Introduction
167 169
12. How Does She Know? Re-visioning Conceptual Change from Feminist Research Perspectives Kathryn Scantlebury, Sonya Martin
173
13. Conceptions and Characterization: An Explanation for the Theory-Practice Gap in Conceptual Change Theory Michiel van Eijck
187
14. Looking at the Observer: Challenges to the Study of Conceptions and Conceptual Change Jean-François Maheux, Wolff-Michael Roth, Jennifer Thom
201
15. It Doesn’t Matter What You Think, This is Real: Expanding Conceptions about Urban Students in Science Classrooms Christopher Emdin
221
16. Making Science Relevant: Conceptual Change and the Politics of Science Education Giuliano Reis
233
C. SCIENCE AGENCY ACROSS THE LIFESPAN
243
Editor’s Introduction 17. Glocalizin
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