This book reviews the current state of theoretical accounts of the what and how of science learning in schools. The book starts out by presenting big-picture perspectives on key issues. In these first chapters, it focuses on the range of resources students need to acquire and refine to become successful learners. It examines meaningful learner purposes and processes for doing science, and structural supports to optimize cognitive engagement and success. Subsequent chapters address how particular purposes, resources and experiences can be conceptualized as the basis to understand current practices. They also show how future learning opportunities should be designed, lived and reviewed to promote student engagement/learning. Specific topics include insights from neuro-imaging, actor-network theory, the role of reasoning in claim-making for learning in science, and development of disciplinary literacies, including writing and multi-modal meaning-making. All together the book offers leads to science educators on theoretical perspectives that have yielded valuable insights into science learning. In addition, it proposes new agendas to guide future practices and research in this subject.
Author(s): Vaughan Prain, Brian Hand
Series: Contemporary Trends And Issues In Science Education v. 49
Publisher: Springer
Year: 2019
Language: English
Pages: 196
Tags: Science Education, Research
Front Matter ....Pages i-vi
Introduction: Theorizing Future Research for the Science Classroom (Vaughan Prain, Brian Hand)....Pages 1-7
Front Matter ....Pages 9-9
Merging Cognitive and Sociocultural Approaches: Toward Better Understandings of the Processes of Developing Thinking and Reasoning (Paul Webb, J. W. (Bill) Whitlow)....Pages 11-28
Frameworks, Committed Testers, and Science as a Form of Life (Jim Gee)....Pages 29-41
Writers in Community Model: 15 Recommendations for Future Research in Using Writing to Promote Science Learning (Steve Graham)....Pages 43-60
Front Matter ....Pages 61-61
An Exploratory Neuroimaging Study of Argumentative and Summary Writing (Richard Lamb, Brian Hand, Sae Yeol Yoon)....Pages 63-82
Scientific Practices as an Actor-Network of Literacy Events: Forging a Convergence Between Disciplinary Literacy and Scientific Practices (Kok-Sing Tang)....Pages 83-98
Immersive Approaches to Science Argumentation and Literacy: What Does It Mean to “Live” the Languages of Science? (Brian Hand, Andy Cavagnetto, Lori Norton-Meier)....Pages 99-113
Writing as an Epistemological Tool: Perspectives from Personal, Disciplinary, and Sociocultural Landscapes (Ying-Chih Chen)....Pages 115-132
Scientific Literacy Practices from a Concept of Discourse Space: Focusing on Resources and Demands for Learning (Sae Yeol Yoon)....Pages 133-150
Future Research in Learning with, Through and from Scientific Representations (Vaughan Prain)....Pages 151-168
“I’m Not a Writer”: Shaping the Literacy-Related Attitudes and Beliefs of Students and Teachers in STEM Disciplines (Lisa Emerson)....Pages 169-187
Front Matter ....Pages 189-189
Critical Dialogues for Emerging Research Agendas in Science Education (Gregory J. Kelly)....Pages 191-196
