The mission of the Knowles Science Teaching Foundation (KSTF), to increase the quantity of high quality high school science and mathematics teachers in United States High Schools, calls for a deeper understanding of what it takes to prepare and support successful teachers. On September 21, 2006, KSTF convened a group of 41 individuals with a broad range of perspectives and expertise to address three essential questions with regard to secondary science teacher preparation: What do we know, what do we need to find out, and what research will help us fill in the gaps? Participants were intentionally selected from a diverse cross section of the education community and included teachers, educational researchers, teacher educators, policy specialists and scientists. The 41 participants formed 12 working groups and spent two and a half days addressing the following aspects of teacher preparation:
· recruitment and retention; · models of secondary science teacher preparation; · pedagogic preparation including field-based experiences, methods courses, and preparing teachers for diverse populations; · content preparation in biology, chemistry, Earth science, and physics as well as the nature of science in general; · induction; · mentoring.
Each working group was tasked with synthesizing their discussions and conclusions for the entire group of conference participants and in a written document. This volume represents the final outcome of that conference; 12 chapters that reflect the work of 40 dedicated scholars and practitioners who share a deep commitment to the pursuit of excellence in the preparation of secondary science teachers.
In this book, Wolff-Michael Roth takes a 38-minute conversation in one science classroom as an occasion for analyzing learning and development from a perspective by and large inspired by the works of Mikhail Bakhtin but also influenced by Lev Vygotsky and 20th century European phenomenology and American pragmatism. He throws a new and very different light on the nature and use of language in science classroom, and its transformation. In so doing, he not only exposes the weaknesses of existing theoretical frameworks, including radical and social constructivism, but also exhibits problems in his own previous thinking about knowing and learning in science classrooms. The book particularly addresses issues normally out of the light of sight of science education research, including the material bodily principle, double-voicedness, laughter, coarse language, swearing, the carnal and carnivalistic aspects of life, code-switching, and the role of vernacular in the transformation of scientific language. The author suggests that only a unit of analysis that begins with the fullness of life, singular, unique, and once-occurrent Being, allows an understanding of learning and development, emotion and motivation, that is, knowing science in its relation to the human condition writ large. In this, the book provides responses to questions that conceptual change research, for example, is unable to answer, for example, the learning paradox, the impossibility to eradicate misconceptions, and the resistance of teachers to take a conceptual change position.
Research in environmental education (EE) is a growing field of inquiry and should be seen as respondent to a variety of program developments around the world. These diverse programs are the context for this body of educational research. Diversity in EE research is also compounded when one considers the various cultures, epistemologies and research traditions that may inform the field. This complexity accounts for the range of forms for environmental learning in formal, informal or non-formal contexts.
There is a good deal of evidence that, in order to be more responsive to the needs of diverse populations, program developments around the world are now beginning to reflect the variation in our society. However, the same cannot always be said in terms of research methodologies within mainstream environmental education research. Outside of a few examples, there seems to have been very little in the way of development of research genres aimed at understanding, characterizing and supporting cultural diversity within much of mainstream environmental education. Diversity of method may also be important for the overall quality (or health) of environmental education research. To locate many of the new ideas and approaches in this area, one needs to look outside environmental education, towards general educational research, or to other fields such as environmental justice, indigenous education, science education and health education to name only a few examples.
This volume of original research reports from around the globe begins to richly describe aspects of diversity in environmental education research. It does so in two ways: first, it mirrors the diversity of voices and cultures that are conducting research in this ever-broadening and increasingly global and international field of inquiry, second: it illuminates a potential diversity of research methods by highlighting a range of methodologies salient in other fields which have emerging promise for the practice of research in environmental education.
Each volume in the 7-volume series The World of Science Education reviews research in a key region of the world. These regions include North America, South and Latin America, Asia, Australia and New Zealand, Europe and Israel, North Africa and the Middle East, and Sub-Saharan Africa.
The focus of this Handbook is on North American (Canada, US) science education and the scholarship that most closely supports this program. The reviews of the research situate what has been accomplished within a given field in North American rather an than international context. The purpose therefore is to articulate and exhibit regional networks and trends that produced specific forms of science education. The thrust lies in identifying the roots of research programs and sketching trajectories—focusing the changing façade of problems and solutions within regional contexts. The approach allows readers review what has been done and accomplished, what is missing, and what might be done next.
Each volume in the 7-volume series The World of Science Education reviews research in a key region of the world. These regions include North America, South and Latin America, Asia, Australia and New Zealand, Europe and Israel, Arab States, and Sub-Saharan Africa.
The focus of this Handbook is on science education in Arab states and the scholarship that most closely supports this program. The reviews of the research situate what has been accomplished within a given field in an Arab rather than an international context. The purpose therefore is to articulate and exhibit regional networks and trends that produced specific forms of science education. The thrust lies in identifying the roots of research programs and sketching trajectories—focusing the changing façade of problems and solutions within regional contexts. The approach allows readers to review what has been done and accomplished, what is missing and what might be done next.
Since its appearance in 1995, Authentic School Science has been a resource for many teachers and schools to rethink and change what they are doing in and with their science classrooms. As others were trying to implement the kinds of learning environments that we had described, our own thinking and teaching praxis changed in part because of our dissatisfaction with our own understanding. Over the years, we have piloted ever-new ways of organizing science lessons to figure out what works and how both successful and not-so-successful ways of doing science education should be theorized. In this period, we developed a commitment to cultural-historical activity theory, which does not dichotomize individual and collective, social and material, embodied and cultural forms of knowing, and so on. It turns out now that the problem does not lie with the level of agreement between school science and laboratory science but with the levels of control, authority, mastery, and authorship that students are enabled to exercise. Thus, as this book shows, even field trips may deprive students of science authenticity on outdoor activities and even classroom-based science may provide opportunities for doing science in an authentic manner, that is, with high levels of control over the learning environment, authority, master, and authorship. Ultimately, our understanding of authenticity emphasizes its heterogeneous nature, which we propose to think in terms of a different ontology, an ontology of difference, which takes mixtures, heterogeneity, and hybridity as its starting point rather than as poor derivatives of self-same, pure entities including science, scientific concepts, and scientific practice. In Authentic Science Revisited, the authors offer a refreshing new approach to theorizing, thinking, and doing authentic science.
A Contemporary Autobiography of a Science Educator reminds readers that they teach who they are, and understanding who they are is fundamental for meaningful communication and effective classroom instruction. The book is for science educators, teacher educators, and others who wish to examine their own personal and professional identities in the social and cultural contexts in which their lives are embedded. Just as teaching can be viewed as relationship with others, this contemporary autobiography is situated on the significance of relationship with self. As a contemporary autobiography, the narrative reveals the author’s subjective truths while digging deeply into psychosocial motives of power and intimacy. The author reflects on his personal choices and career decisions that led him into and out of high school science teaching. The book contains stories and reflections from summer work camp experiences, undergraduate college days, teacher preparation episodes, and high school science teaching. Story themes are diversity and leadership, group identity and motivation, urban teaching and teacher preparation, and high school science teaching. These themes evolve out of nuclear episodes of the author’s storied life that brings present day understanding and meaning from past actions and interactions. This kind of critical introspection may hold special relevance for teachers, teacher educators, and others who wish to make their own identities salient and relevant to their own needs and interests as well as the needs and interests of students, teacher candidates, and clients whom they serve.
This narrative about the research journey explores the motivation to study practices of environmental education and the privilege that supports the authors ability to do so. It is about the process of dislodging individual privilege in environmental education research and being part of a community of practice. It is written to invite participation in reciprocal learning/teaching about and knowledge construction of environmental education as collaborative reflexive practice.
Environmental Education: Identity, Politics and Citizenship the editors endeavor to present views of environmental educators that focus on issues of identity and subjectivity, and how 'narrated lives’ relate to questions of learning, education, politics, justice, and citizenship. What is distinctive about this collection is that it highlights the views of Latin American scholars alongside those of scholars from Spain, Canada, New Zealand, Taiwan, South Africa, Australia, and U. S. The result is a philosophically nuanced reading of the complexities of environmental education that begins to reshape the landscape in terms of ethics, ontology, epistemology, and politics. The collection bears the stamp of the location of its contributors and strongly reflects an activist, qualitative, and ethnographic orientation that emphasizes the ground for action, the identity of environmental actors, and the contribution that education in all its forms can make to sustainability and the cause of the environment. At the same time, contributors go beyond simple slogans and ideologies to question the accepted truths of this rapidly emerging field.
Cover picture: Edgar González-Gaudiano: Siem Reap, Cambodia, December 2007.
Environmental education has reached an interesting crossroads. There has never before been such media attention on hard-to-grasp issues such as climate change, nor has there ever been such scientific understanding and agreement about the varied aspects of the environmental crisis, the loss of biodiversity, and the health effects of human-made toxins and pollutants. In addition, there has never been so much high quality research within environmental education, with new journals flourishing in Canada, Australia, and South Africa to give just a few examples. Yet, despite all this knowledge and attention, there has not been a significant shift in the way the economy operates, the way governments govern or the way people live. Consumption of resources continues to increase and these patterns continue to be closely correlated with levels of waste, pollution, environmental ill health, and social injustice. This book showcases the work and thinking of environmental educators who are concerned about the residual mechanism within their field, the guiding symbol of the web of life in all its dynamism notwithstanding. The notion of web recognizes interaction between all elements in a system but falls short of recognizing the flow of the whole through the system and its parts. The notion of dance is used here to convey this fundamental, yet oft overlooked, dimension to wholeness.