This book extends and unifies recent debate and research about science education in several disparate fields, including philosophy of science, cognitive psychology and motivation theory. Through an approach based on the personalization of learning and the politicization of the curriculum and classroom, it shows how the complex goal of critical scientific literacy can be achieved by all students, including those who traditionally underachieve in science or opt out of science education at the earliest opportunity. Current thinking in situated cognition and learning through apprenticeship are employed to build a sociocultural learning model based on a vigorous learning community, in which the teacher acts as facilitator, co-learner and anthropologist. Later chapters describe how these theoretical arguments can be translated into effective classroom practice through a coherent inquiry-oriented pedagogy, involving a much more critical and wide-ranging use of hands-on and language-based learning than is usual in science education.
In advocating an action-oriented and issues-based curriculum, this book takes the position that a major, but shamefully neglected, goal of science and technology education is to equip students with the knowledge, skills, attitudes and values to confront the complex and often ill-defined socioscientific issues they encounter in daily life as citizens in an increasingly technology-dominated world carefully, critically, confidently and responsibly. In outlining proposals for addressing socioscientific issues through a curriculum organized in terms of four increasingly sophisticated levels of consideration, the author adopts a highly critical and politicized stance towards the norms and values that underpin both scientific and technological development and contemporary scientific, engineering and medical practice, criticizes mainstream STS and STSE education for adopting a superficial, politically naïve and, hence, educationally ineffective approach to consideration of socioscientific issues, takes the view that environmental problems are social problems occasioned by the values that underpin the ways in which we choose to live, and urges teachers to encourage students to reach their own views through debate and argument about where they stand on major socioscientific issues, including the moral-ethical issues they often raise. More controversially, the author argues that if students are to become responsible and politically active citizens, the curriculum needs to provide opportunities for them to experience and learn from sociopolitical action. The relative merits of direct and indirect action are addressed, notions of learning about action, learning through action and learning from action are developed, and a case is made for compiling a user-friendly database reflecting on both successful and less successful action-oriented curriculum initiatives. Finally, the book considers some of the important teacher education issues raised by this radically new approach to teaching and learning science and technology. The book is intended primarily for teachers and student teachers of science, technology and environmental education, graduate students and researchers in education, teacher educators, curriculum developers and those responsible for educational policy. The author is Emeritus Professor of Science Education at the Ontario Institute for Studies in Education (University of Toronto), Adjunct Professor of Science Education at the University of Auckland and Visiting Professor of Science Education at the University of Hong Kong. His research interests include considerations in the history, philosophy and sociology of science and their implications for science and technology education, STSE education and the politicization of both students and teachers, science curriculum history, multicultural and antiracist education, and teacher education via action research.
Findings generated by recent research in science education, international debate on the guiding purposes of science education and the nature of scientific and technological literacy, official and semi-official reports on science education (including recommendations from prestigious organizations such as AAAS and UNESCO), and concerns expressed by scientists, environmentalists and engineers about current science education provision and the continuing low levels of scientific attainment among the general population, have led to some radical re-thinking of the nature of the science curriculum.
This book is a guide for teachers, student teachers, teacher educators, science education researchers and curriculum developers who wish to get to grips with the vast and complex literature encompassing the history of science, philosophy of science and sociology of science (HPS).
The Hodsons of St Helena, Bath, Cheltenham and Beyond' traces the origins of the Hodson family who came to live on St Helena in the latter half of the 18th century and describes what happened to their decendants who served in British India and other parts of the empire in the 19th and 20th centuries.
Findings generated by recent research in science education, international debate on the guiding purposes of science education and the nature of scientific and technological literacy, official and semi-official reports on science education (including recommendations from prestigious organizations such as AAAS and UNESCO), and concerns expressed by scientists, environmentalists and engineers about current science education provision and the continuing low levels of scientific attainment among the general population, have led to some radical re-thinking of the nature of the science curriculum.
In advocating an action-oriented and issues-based curriculum, this book takes the position that a major, but shamefully neglected, goal of science and technology education is to equip students with the knowledge, skills, attitudes and values to confront the complex and often ill-defined socioscientific issues they encounter in daily life as citizens in an increasingly technology-dominated world carefully, critically, confidently and responsibly. In outlining proposals for addressing socioscientific issues through a curriculum organized in terms of four increasingly sophisticated levels of consideration, the author adopts a highly critical and politicized stance towards the norms and values that underpin both scientific and technological development and contemporary scientific, engineering and medical practice, criticizes mainstream STS and STSE education for adopting a superficial, politically naïve and, hence, educationally ineffective approach to consideration of socioscientific issues, takes the view that environmental problems are social problems occasioned by the values that underpin the ways in which we choose to live, and urges teachers to encourage students to reach their own views through debate and argument about where they stand on major socioscientific issues, including the moral-ethical issues they often raise. More controversially, the author argues that if students are to become responsible and politically active citizens, the curriculum needs to provide opportunities for them to experience and learn from sociopolitical action. The relative merits of direct and indirect action are addressed, notions of learning about action, learning through action and learning from action are developed, and a case is made for compiling a user-friendly database reflecting on both successful and less successful action-oriented curriculum initiatives. Finally, the book considers some of the important teacher education issues raised by this radically new approach to teaching and learning science and technology. The book is intended primarily for teachers and student teachers of science, technology and environmental education, graduate students and researchers in education, teacher educators, curriculum developers and those responsible for educational policy. The author is Emeritus Professor of Science Education at the Ontario Institute for Studies in Education (University of Toronto), Adjunct Professor of Science Education at the University of Auckland and Visiting Professor of Science Education at the University of Hong Kong. His research interests include considerations in the history, philosophy and sociology of science and their implications for science and technology education, STSE education and the politicization of both students and teachers, science curriculum history, multicultural and antiracist education, and teacher education via action research.
This book is a guide for teachers, student teachers, teacher educators, science education researchers and curriculum developers who wish to get to grips with the vast and complex literature encompassing the history of science, philosophy of science and sociology of science (HPS).
This book extends and unifies recent debate and research about science education in several disparate fields, including philosophy of science, cognitive psychology and motivation theory. Through an approach based on the personalization of learning and the politicization of the curriculum and classroom, it shows how the complex goal of critical scientific literacy can be achieved by all students, including those who traditionally underachieve in science or opt out of science education at the earliest opportunity. Current thinking in situated cognition and learning through apprenticeship are employed to build a sociocultural learning model based on a vigorous learning community, in which the teacher acts as facilitator, co-learner and anthropologist. Later chapters describe how these theoretical arguments can be translated into effective classroom practice through a coherent inquiry-oriented pedagogy, involving a much more critical and wide-ranging use of hands-on and language-based learning than is usual in science education.
Wonderful ... all killer, no filler' Red Magazine 'Dazzling stories, as inventive as they are inspiring' Daily Mirror 'Where power and feminist rage meet' Stylist ______________________________ A fun and fearless anthology of feminist tales, by fifteen bestselling, award-winning writers: Margaret Atwood, Susie Boyt, Eleanor Crewes, Emma Donoghue, Stella Duffy, Linda Grant, Claire Kohda, CN Lester, Kirsty Logan, Caroline O'Donoghue, Chibundu Onuzo, Helen Oyeyemi, Rachel Seiffert, Kamila Shamsie and Ali Smith - introduced by Sandi Toksvig. DRAGON. TYGRESS. SHE-DEVIL. HUSSY. SIREN. WENCH. HARRIDAN. MUCKRAKER. SPITFIRE. VITUPERATOR. CHURAIL. TERMAGANT. FURY. WARRIOR. VIRAGO. For centuries past, and all across the world, there are words that have defined and decried us. Words that raise our hackles, fire up our blood; words that tell a story. In this blazing cauldron of a book, fifteen bestselling, award-winning writers have taken up their pens and reclaimed these words, creating an entertaining and irresistible collection of feminist tales for our time. 'A slick collection of clever tales, with something for bluestockings and banshees alike' Guardian 'Delightful, thought-provoking' Louisa Young, Perspectives
The Revolution in France of 1789 provoked a major 'pamphlet war' in Britain as writers debated what exactly had happened, why it had happened, and where events were now headed. Jane Hodson's book explores the relationship between political persuasion, literary style, and linguistic theory in this war of words, focusing on four key texts: Edmund Burke's Reflections on the Revolution in France, Mary Wollstonecraft's A Vindication of the Rights of Men, Thomas Paine's Rights of Man, and William Godwin's Enquiry Concerning Political Justice. While these texts form the core of Hodson's project, she ranges far beyond them to survey other works by the same authors; more than 50 contemporaneous books on language; and pamphlets, novels, and letters by other writers. The scope of her study permits her to challenge earlier accounts of the relationship between language and politics that lack historical nuance. Rather than seeing the Revolution debate as a straightforward conflict between radical and conservative linguistic practices, Hodson argues that there is no direct correlation between a particular style or linguistic concept and the political affiliation of the writer. Instead, she shows how each writer attempts to mobilize contemporary linguistic ideas to lend their texts greater authority. Her book will appeal to literature scholars and to historians of language and linguistics working in the Enlightenment and Romantic eras.
From alchemy to industry, this authoritative volume is a synthetic history of chemistry through the ages, from its development as a scientific philosophy to its modern-day practical applications. A "New York Times" Notable Book. of illustrations.
This book provides social workers with a framework for reflecting on their day-to-day practice. Using a social worker's diary as a starting point, it provides valuable insight in to how reflection enhances skills and how factors such as values and emotions can shape social work practice.
William Crookes' long life was one of unbroken scientific and business activity, culminating in his appointment as President of the Royal Society in 1913. Discoverer of thallium, inventor of the radiometer, investigator of cathode rays, spiritualist, journalist, editor, businessman, celebrity: his extraordinary life and career provide a unique window into the world of Victorian and Edwardian science.
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.