Advances in Studying and Designing (Computer-Based) Powerful Learning Environments
Edited by Geraldine Clarebout and Jan Ellen
Lecturing is Thinking with Hands, Eyes, Body, & Signs
Lilian Pozzer Ardenghi and Wolff-Michael Roth
Edited by Cliff Malcom and Michael Anthony Samuel
The book addresses, among others, the nature of scientific knowledge and knowledge production; how scientific knowledge can be accessed and represented; what counts as legitimate scientific knowledge in the South African context of colonization, liberation, inequity and African belief systems. The book extends the debates on “African” Science, and offers ways of talking and writing about science that reframe it, acknowledging problematics and pluralism, offering ways of bringing Western and African thought together.
Using a richly descriptive novelistic style, the author sketches vivid portraits of his research sites, participants and experiences. His vignettes are embedded in deep theoretical insights, lending gravity to the development discourse in science education, providing a coherent language for the transformational agendas of science educators committed to the project of social justice through a relevant science.
Language, Theories, Methods, History, Traditions and Values
The book, which is both timely and important, is written for teachers, student teachers, graduate students in education, teacher educators, curriculum developers and those responsible for educational policy. It has the potential to impact very substantially on both pre-service and inservice science teacher education programmes and to shift school science education practice strongly in the direction currently being advocated by prominent science educators.
O. Roger Anderson
In general, it is widely recognized that there is a complementary and dynamic relationship between the organization of knowledge in memory and higher order cognitive operations such as abstract thought and inquiry skills. Knowledge organization has been widely studied based on constructs such as information hierarchies, network diagrams (e.g., concept maps), and more recently flow maps that provide evidence of recursive network linking of domain-specific content during recall. Some aspects of current theory on the relationship of science knowledge networks in memory and higher order thinking are presented, including theoretical models for information networks based on recursive organization of domain-specific content in memory, empirical evidence of individual differences in students’ knowledge networks based on flow-map analyses, and the correlation of science knowledge networks in memory with science learning outcome variables such as level of conceptual thought, higher order thinking skills, and competence in inquiry-based laboratory experiences. Evidence of plasticity in improvement of knowledge networking ability is examined, and recommendations are presented for improvement of curricula to enhance scientific habits of mind through task-specific learning strategies intended to support increased student capacity to construct knowledge networks in memory and mobilize them to support higher order scientific thinking.
Keith S. Taber
Teaching about the ‘products’ of science – theories, models, concepts – has been informed over recent decades by an extensive research programme originating in studies of learners’ ideas in science. This ‘constructivist’ programme initially focused on the identification and characterisation of alternative conceptions. As the programme has progressed it has increasingly turned to exploring the origins and development of student thinking, and modelling student cognition in ways that can inform effective teaching of the target knowledge presented in the curriculum. In recent years there has been an increasing shift in the focus of science education from a preoccupation with teaching about ‘products’ to acknowledging that an understanding of the nature and processes of science – the provisional status of its claims; its forms of argumentation and means of producing public knowledge; and its relationship with society – is at least as significant in preparing young people for their place as consumers and voters in their own societies and as responsible global citizens in a finite world. This chapter discusses the potential of the constructivist programme to inform more effective teaching about the nature of science.