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020 _a9783030240134
024 7 _a10.1007/978-3-030-24013-4
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aSCI063000
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072 7 _aJNU
_2thema
072 7 _aPD
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082 0 4 _a507.1
_223
245 1 0 _aTheorizing the Future of Science Education Research
_h[electronic resource] /
_cedited by Vaughan Prain, Brian Hand.
250 _a1st ed. 2019.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2019.
300 _aVI, 196 p. 18 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aContemporary Trends and Issues in Science Education,
_x1878-0482 ;
_v49
505 0 _a1.Introduction: Theorizing future research for the science classroom; Vaughan Prain and Brian Hand -- SECTION ONE: Mapping the Big Picture -- 2. Merging cognitive and sociocultural approaches: Towards better understandings of the processes of developing thinking and reasoning; Paul Webb and Bill Whitlow -- 3. Frameworks, Committed Testers, and Science as a Form of Life; Jim Gee -- 4. Writers in Community Model: 15 Recommendations for Future Research in Using Writing to Promote Science Learning; Steve Graham -- SECTION TWO: Theorizing Aspects of Science Learning -- 5. An Exploratory Neuroimaging Study of Argumentative and Summary Writing Using Functional Near Infrared Spectroscopy; Richard Lamb, Brian Hand and Sae Yeol Yoon -- 6. Scientific Practices as an Actor-Network of Literacy Events: Forging a Convergence between Disciplinary Literacy and Scientific Practices; Kok-Sing Tang -- 7. Immersive approaches to science argumentation and literacy: What does it mean to “live” the languages of science?; Brian Hand, Andy Cavagnetto, and Lori Norton-Meier -- 8. Writing as an Epistemological Tool: Perspectives from personal, disciplinary, and sociocultural landscapes; Ying-Chih Chen -- 9. Scientific Literacy Practices from a concept of Discourse Space: Focusing on Resources and Demands for Learning; Sae Yeol Yoon -- 10. Future research in learning with, through and from scientific representations; Vaughan Prain -- 11. “I’m not a writer”: Shaping the literacy-related attitudes and beliefs of students and teachers in STEM disciplines; Lisa Emerson -- SECTION THREE: Review -- 12. Critical dialogues for emerging research agendas in science education; Greg Kelly.
520 _aThis book reviews the current state of theoretical accounts of the what and how of science learning in schools. The book starts out by presenting big-picture perspectives on key issues. In these first chapters, it focuses on the range of resources students need to acquire and refine to become successful learners. It examines meaningful learner purposes and processes for doing science, and structural supports to optimize cognitive engagement and success. Subsequent chapters address how particular purposes, resources and experiences can be conceptualized as the basis to understand current practices. They also show how future learning opportunities should be designed, lived and reviewed to promote student engagement/learning. Specific topics include insights from neuro-imaging, actor-network theory, the role of reasoning in claim-making for learning in science, and development of disciplinary literacies, including writing and multi-modal meaning-making. All together the book offers leads to science educators on theoretical perspectives that have yielded valuable insights into science learning. In addition, it proposes new agendas to guide future practices and research in this subject.
650 0 _aScience education.
650 0 _aTeaching.
650 0 _aLearning.
650 0 _aInstruction.
650 1 4 _aScience Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O27000
650 2 4 _aTeaching and Teacher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O31000
650 2 4 _aLearning & Instruction.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O22000
700 1 _aPrain, Vaughan.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aHand, Brian.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030240127
776 0 8 _iPrinted edition:
_z9783030240141
776 0 8 _iPrinted edition:
_z9783030240158
830 0 _aContemporary Trends and Issues in Science Education,
_x1878-0482 ;
_v49
856 4 0 _uhttps://doi.org/10.1007/978-3-030-24013-4
942 _2ddc
_cEBOOK