Fr. 134.00

Reconceptualizing the Nature of Science for Science Education - Scientific Knowledge, Practices and Other Family Categories

English · Hardback

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Description

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Prompted by the ongoing debate among science educators over 'nature of science', and its importance in school and university curricula, this book is a clarion call for a broad re-conceptualizing of nature of science in science education. The authors draw on the 'family resemblance' approach popularized by Wittgenstein, defining science as a cognitive-epistemic and social-institutional system whose heterogeneous characteristics and influences should be more thoroughly reflected in science education. They seek wherever possible to clarify their developing thesis with visual tools that illustrate how their ideas can be practically applied in science education.
The volume's holistic representation of science, which includes the aims and values, knowledge, practices, techniques, and methodological rules (as well as science's social and institutional contexts), mirrors its core aim to synthesize perspectives from the fields of philosophy of science and science education. The authorsbelieve that this more integrated conception of nature of science in science education is both innovative and beneficial. They discuss in detail the implications for curriculum content, pedagogy, and learning outcomes, deploy numerous real-life examples, and detail the links between their ideas and curriculum policy more generally.

List of contents

Dedication.- Foreword.- Preface.- Chapter 1. Reconceptualizing nature of science for science education.- Chapter 2. Family Resemblance Approach to characterizing science.- Chapter 3. Aims and values of science.- Chapter 4. Scientific practices.- Chapter 5. Methods and methodological rules in science.- Chapter 6. Scientific knowledge.- Chapter 7. Science as a social-institutional system.- Chapter 8. Towards "Generative Images of Science" in educational contexts.- Index.

Summary

Prompted by the ongoing debate among science educators over ‘nature of science’, and its importance in school and university curricula, this book is a clarion call for a broad re-conceptualizing of nature of science in science education. The authors draw on the ‘family resemblance’ approach popularized by Wittgenstein, defining science as a cognitive-epistemic and social-institutional system whose heterogeneous characteristics and influences should be more thoroughly reflected in science education. They seek wherever possible to clarify their developing thesis with visual tools that illustrate how their ideas can be practically applied in science education.
The volume’s holistic representation of science, which includes the aims and values, knowledge, practices, techniques, and methodological rules (as well as science’s social and institutional contexts), mirrors its core aim to synthesize perspectives from the fields of philosophy of science and science education. The authorsbelieve that this more integrated conception of nature of science in science education is both innovative and beneficial. They discuss in detail the implications for curriculum content, pedagogy, and learning outcomes, deploy numerous real-life examples, and detail the links between their ideas and curriculum policy more generally.

Additional text

“This 8-chapter, 190-page, extensively documented Reconceptualizing book is a welcome addition to the field of Nature of Science (NOS) research in science education. … The authors of Reconceptualizing provide rich, detailed and practical evaluation of research literature across the whole NOS spectrum, and well work out their own elaboration of the FRA … . In summary, an excellent and richly documented book that will progress NOS research in science education.” (Michael R. Matthews, Studies in Science Education, Vol. 53 (1), November, 2017)
“Teacher educators would find the book useful, both for introducing theoretical aspects of NOS in their courses and for the cases and examples included in it. In particular, the generative images have potential to be worthwhile tools in weaving NOS in science education.” (María Pilar Jiménez-Aleixandre, Science and Education,Vol. 24, 2015)

Report

"This 8-chapter, 190-page, extensively documented Reconceptualizing book is a welcome addition to the field of Nature of Science (NOS) research in science education. ... The authors of Reconceptualizing provide rich, detailed and practical evaluation of research literature across the whole NOS spectrum, and well work out their own elaboration of the FRA ... . In summary, an excellent and richly documented book that will progress NOS research in science education." (Michael R. Matthews, Studies in Science Education, Vol. 53 (1), November, 2017)
"Teacher educators would find the book useful, both for introducing theoretical aspects of NOS in their courses and for the cases and examples included in it. In particular, the generative images have potential to be worthwhile tools in weaving NOS in science education." (María Pilar Jiménez-Aleixandre, Science and Education,Vol. 24, 2015)

Product details

Authors Zoubeida Dagher, Zoubeida R Dagher, Zoubeida R. Dagher, Sibe Erduran, Sibel Erduran
Publisher Springer Netherlands
 
Languages English
Product format Hardback
Released 27.03.2014
 
EAN 9789401790567
ISBN 978-94-0-179056-7
No. of pages 189
Dimensions 164 mm x 242 mm x 16 mm
Weight 432 g
Illustrations XIX, 189 p. 25 illus.
Series Contemporary Trends and Issues in Science Education
Contemporary Trends and Issues in Science Education
Science & Technology Education Library
Subjects Humanities, art, music > Education > Adult education
Natural sciences, medicine, IT, technology > Natural sciences (general)

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