Moving Science Education into the 21st Century
A Festschrift in Honor of Kenneth Tobin
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Beschreibung
This volume acknowledges the contribution of Kenneth Tobin to the international science education community. The book includes a range of perspectives, from more theoretical contributions to practical case studies, and is comprised of 23 chapters organized into 4 sections around the key themes of Ken’s work, namely interpretative classroom research, doing research differently, and transformative practice in schools and teacher education. These sections are framed by an introduction and overview that focuses on Ken’s initial research, his commitment to research through his own intellectual development as a scholar and his support of others through networks (collaborations and research squads) and mentoring (educating and learning from colleagues). The last section discusses his current and future research direction (e.g. his more recent work on emotions and mindfulness).
This Festschrift honors the epic contribution of Kenneth G. Tobin to science education over his impressive career as a researcher, scholar, teacher, colleague, mentor, and leader. Each chapter highlights how Ken impacted on the discipline or classroom practice from the perspective of the contributor(s). Collectively, this volume provides a compendium of insights, transformations, methods and theoretical perspectives championed by Ken and his collaborators. In particular, the major trends led by Ken include, exemplary pedagogy, constructivism, interpretive research, sociocultural theory, microanalysis of classroom interactions, interaction ritual chains, emotions and emotional climate, authentic inquiry, and coteaching and cogenerative dialogues. Ken truly transformed science education research and classroom practice over his career.
This volume acknowledges the contribution of Kenneth Tobin to the international science education community. The book includes a range of perspectives, from more theoretical contributions to practical case studies, and is comprised of 23 chapters organized into 4 sections around the key themes of Ken’s work, namely interpretative classroom research, doing research differently, and transformative practice in schools and teacher education. These sections are framed by an introduction and overview that focuses on Ken’s initial research, his commitment to research through his own intellectual development as a scholar and his support of others through networks (collaborations and research squads) and mentoring (educating and learning from colleagues). The last section discusses his current and future research direction (e.g. his more recent work on emotions and mindfulness).
Reflects interpretive classroom research and the introduction of this methodology in science education Revisits the creation of coteaching and cogenerative dialoguing in urban schools Highlights key conceptual and methodological matters that have pushed the study of emotion in science education into exciting new directions and generated new understandings about teaching and learning
Autor*in
Kathryn Scantlebury
Themen in »Moving Science Education into the 21st Century«
Cogenerative dialogue Coteaching Cultural historical activity theory Emotional climate Emotions in education Equity in education Interpretative classroom research Learning environments Learning science Mindfulness in education Research collaboration Research methodologies in science education Science classrooms Social constructivism Socio-cultural theory