13 Questions: Reframing Education's Conversation: Science (442) (Counterpoints: Studies in Criticality) - Hardcover
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13 Questions: Reframing Education's Conversation: Science examines thirteen critical questions confronting contemporary science education and a dynamic and evolving universe threatened by issues of sustainability and disharmony.
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Über die Autorin bzw. den Autor
Lynn Bryan is Professor at Purdue University, where she holds a joint appointment in the Department of Curriculum and Instruction and the Department of Physics and Astronomy. She is Director of Purdue’s Center for Advancing the Teaching and Learning of STEM (CATALYST), and past-President of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research.
Kenneth Tobin is Presidential Professor, Graduate Center of CUNY. He has published more than 20 books, 200 journal articles, and 125 book chapters. Numerous awards include the Distinguished Contributions to Science Education Through Research Award (NARST), the Mentoring Award (AERA), and the Distinguished Teaching Scholars Award (NSF).
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13 Questions. Reframing Education's Conversation: Science. Counterpoints 442.
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Originalhardcover. Zustand: Gut. Of Eggs, Chickens, and Deep-Seated Ideologies. Lynn A. Bryan and Kenneth Tobin -- The Science Curriculum at the Elementary Level: What Are the Basics and Are We Teaching Them? Christina Siry -- The Science Curriculum: What Are the Basics and Are We Teaching Them? Femi S. Otulaja and Meshach B. Ogunniyi -- Science Education and Transformative Activist Stance: Activism as a Quest for Becoming via Authentic-Authorial Contribution to Communal Practices. Anna Stetsenko -- What Can Teachers Do to Restructure Power Dynamics in Science Classrooms? Exploring the Personal and Social Transformative Power of Science Learning through a Funds of Knowledge Approach. SaraTolbert, Angela Calabrese Barton, and Luis C. Moll -- STEM Education as "Trojan Horse": Deconstructed and Reinvented for All. Larry Bencze, Michael J. Reiss, Ajay Sharma, and Matthew Weinstein -- Obsessed with Accountability? Science Teachers Under the Microscope. Shakhnoza Kayumova and Deborah J.Tippins -- En Route to Becoming a "GoodTeacher: An Attempted Hijack of Pedagogical Autonomy? Giuliano Reis -- Problematizing "Problematic"Students in Lower Track Classes. Tang Wee Teo -- Confronting Prevailing Narratives of Student Engagement and Participation in Science Classrooms. Sonya N. Martin -- Professional Duties and Challenges of Novice Teachers: Level of Consciousness in Facing the Pedagogical Risks. Mauricio Pietrocola -- Science Teacher Professional Development: The Blind Men and the Elephant. Aik-LingTan -- Science Education and Social Inequality: Reproduction or Confrontation? Flavia Rezende and Fernanda Ostermann -- Dialectical Relationships and How They Shape (In)Equitable Science Learning Spaces and Places. Maria Várelas -- Race and Poverty in Science Education: Questions and Tensions for the Field. Maxine McKinney de Royston and Abiola A. Farinde -- Dismantling Racism as a Strategy for Academic Success. Ana M. Becerra -- In What Ways Does Race Affect the Educational Process? Challenging the Homogenization of Academia. Carolina Castaño Rodriguez and Laura Barraza -- "Where Is the?": Using Intersectionality to Problematize Power and Hierarchy in Science Teaching and Learning. Kathryn Scantlebury -- Reconstructing Science Education within the Language-Science Relationship: Reflections from Multilingual Contexts. Sara E. D. Wilmes, Christina Siry, Roberto Gómez Fernández, and Anna Maria Gorges -- The Tension of Maintaining Language Diversity versus Extinction: Mother Tongue as a Filipino Response. Purita P. Bilbao, Deborah J.Tippins, and Sophia (Sun Kyung) Jeong -- How Perspectives from Linguistically Diverse Classroom; Can Help All Students Unlock the Language of Science. Cory Buxton, Lourdes Cardozo-Gaibisso, Yu Xia, and Jiong Li -- Why a Chapter on Religion in a Book on Science Education? Michael J. Reiss -- Religion in Science Classes: Heresy or Constructive Pedagogy? Nidhal Guessoum -- Exploring Families' Roles in Science Learning: From El Bosque in Veracruz, México to the Southeastern U.S. Martha Allexsaht-Snider -- From Opening Portals to Creating New Pathways. Leanne M.Avery -- Forming Bonds-Breaking Bonds. Anita Hussénius -- On the Need to Engage in Constructive, Productive, Scientific Discourses on Highly Controversial and Emotionally Charged Topics. Cassie F. Quigley and S. Megan Che -- Science Education Reform: Can Students Learn Science While Navigating Oppressive Schools within an Oppressive Society? Rowhea Elmesky -- Science Education Reform: Reflecting on the Past and Raising Questions for the Future. Lucy Avraamidou and Lynn A. Bryan -- Sociopolitical Activism and Transformative Learning: Expanding the Discourse About What Counts in Science Education. Lyn Carter, Carolina Castaño Rodriguez, and Mellita Jones -- Breaking Down Enlightenment Silos: From STEM to SPEAM Education, and Beyond. Elisabeth (Lily) Taylor and Peter Charles Taylor -- Science Education in the Key of Gentle Empiricism. Lee Beavington and Heesoon Bai -- When Holism Meets Democratization: Re-centering Science Classrooms to Support Students'Feelings of Agency and Connectedness. Isabel Martínez-Cuenca, Autumn Joy Floréncio-Wain, and Alandeom W. Oliveira. ISBN 9781433127809 Sprache: Englisch Gewicht in Gramm: 855. Artikel-Nr. 1103979
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13 Questions
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13 Questions
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Peter Lang, Peter Lang Dez 2017, 2017
ISBN 10: 1433127806
ISBN 13: 9781433127809
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Buch. Zustand: Neu. Neuware -13 Questions: Reframing Education¿s Conversation: Science examines thirteen critical questions confronting contemporary science education and a dynamic and evolving universe threatened by issues of sustainability and disharmony. The world¿s leading scholars in science education utilize cutting-edge theories and analyses to illuminate possible pathways in a world threatened by global warming, mass extinctions, and pervasive conflicts. These provocative responses to some of the most difficult questions facing science education to date are intended to provoke, expand, and enlighten readers about possibilities for transforming and enhancing the social and physical worlds we inhabit and for which we are stewards.The sections of 13 Questions address science curriculum; power and science education; quality of science teachers; quality of science students; quality of science teacher education; equity; language; religion; race; families; culture of science and science education; political issues and science education; and bold visions for science education. The book is international in scope and shows value for difference in the perspectives, values, and theoretical underpinnings of authors.Books on Demand GmbH, Überseering 33, 22297 Hamburg 550 pp. Englisch. Artikel-Nr. 9781433127809
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13 Questions : Reframing Education's Conversation: Science
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Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - 13 Questions: Reframing Education's Conversation: Science examines thirteen critical questions confronting contemporary science education and a dynamic and evolving universe threatened by issues of sustainability and disharmony. The world's leading scholars in science education utilize cutting-edge theories and analyses to illuminate possible pathways in a world threatened by global warming, mass extinctions, and pervasive conflicts. These provocative responses to some of the most difficult questions facing science education to date are intended to provoke, expand, and enlighten readers about possibilities for transforming and enhancing the social and physical worlds we inhabit and for which we are stewards.The sections of 13 Questions address science curriculum; power and science education; quality of science teachers; quality of science students; quality of science teacher education; equity; language; religion; race; families; culture of science and science education; political issues and science education; and bold visions for science education. The book is international in scope and shows value for difference in the perspectives, values, and theoretical underpinnings of authors. Artikel-Nr. 9781433127809
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