ISBN:
9789400753921
,
1283910292
,
9781283910293
Language:
English
Pages:
Online-Ressource (XXVIII, 240 p. 30 illus, digital)
Series Statement:
Cultural Studies of Science Education 7
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Buchausg. u.d.T.
Keywords:
Philosophy (General)
;
Science Philosophy
;
Education Philosophy
;
Philosophy
;
Philosophy (General)
;
Science Philosophy
;
Education Philosophy
;
Naturwissenschaftlicher Unterricht
;
Schüler
;
Imagination
Abstract:
Researchers agree that schools construct a particular image of science, in which some characteristics are featured while others end up in oblivion. The result is that although most children are likely to be familiar with images of heroic scientists such as Einstein and Darwin, they rarely learn about the messy, day-to-day practice of science in which scientists are ordinary humans. Surprisingly, the process by which this imagination of science in education occurs has rarely been theorized. This is all the more remarkable since great thinkers tend to agree that the formation of images - imagination - is at the root of how human beings modify their material world. Hence this process in school science is fundamental to the way in which scientists, being the successful agents in/of science education, actually create their own scientific enterprise once they take up their professional life.One of the first to examine the topic, this book takes a theoretical approach to understanding the process of imagining science in education. The authors utilize a number of interpretive studies in both science and science education to describe and contrast two opposing forces in the imagination of science in education: epicization and novelization. Currently, they argue, the imagination of science in education is dominated by epicization, which provides an absolute past of scientific heroes and peak discoveries. This opens a distance between students and today’s scientific enterprises, and contrasts sharply with the wider aim of science education to bring the actual world of science closer to students. To better understand how to reach this aim, the authors offer a detailed look at novelization, which is a continuous renewal of narratives that derives from dialogical interaction. The book brings together two hitherto separate fields of research in science education: psychologically informed research on students’ images of science and semiotically informed research on images of science in textbooks. Drawing on a series of studies in which children participate in the imagination of science in and out of the classroom, the authors show how the process of novelization actually occurs in the practice of education and outline the various images of science this process ultimately yields.
Description / Table of Contents:
Imagination of Science in Education; Preface; Contents; Introduction: Imagination, Epicization, and Novelization in Science Education; Part I Epics of Science in Science Education; Chapter 1: The Heroes of Science; Science Curricula and Students' Images of Scientists; Representations of Scientists in Textbooks; Case 1: Louis Pasteur; Narratives, Identity, and Scientific Practice; Cultural-Historical Activity Theory; Common Structures in the Representation of Scientists; Principles of Semiotic Analysis; Deletion of Lives and Works; Case 2: Mendel's Laws; Case 3: Darwin's Voyage
Description / Table of Contents:
Production of Heroic ImagesSo What?; Chapter 2: What Scientific Heroes Are (Not) Doing; Scientists and Cartesian Graphs; Ethnographic Background; Semiological Model of Scientists' Graph Reading; Segmenting Inscriptions: From It to Signifier; Hermeneutic Reading: From Signifier to "Natural Object"; Transparent Reading: Fusion of Signifier and "Natural Object"; Tracking Water; Trajectories: Between Natural Object, Signifiers, and It; The Making of Heroes; Part II A Need for Novelized Images of Science; Chapter 3: Science as One Form of Human Knowing; Multiculturalism Versus Universalism
Description / Table of Contents:
A Need for a Different EpistemologyTEK and Science as Forms of Human Knowledge; Producing Scientific Knowledge/Reducing Local Contexts; Applying Scientific Knowledge/Reducing Local Contexts; Toward a Dialogic Conception of the TEK-Science Relation; Chapter 4: Science as Dynamic Practice; Genomics as a Case of the Dynamics of Science; Capturing the Dynamics of Science; Definitions of Scientific Literacy and the Dynamics of Science; Scientific Literacy as Set of Cognitive Objectives; Scientific Literacy as Individually Constructed Knowledge
Description / Table of Contents:
Scientific Literacy as an Emergent Feature of Collective Human ActivityCollective Activity and Students' Agency in Genomics Education; Toward Novelization in Genomics Education; Part III Toward Novelization in/of Science Education; Chapter 5: Scientific Literacy in the Wild; Struggle for Access to the Collective Water Grid; The Birth of a Concept; Repeated Re/definition; Standards Cannot Capture Scientific Literacy in the Wild; Rethinking the Nature of Knowledge and Scientific Literacy; Novelizing "Scientific Literacy"; Chapter 6: Translations of Scientific Practice
Description / Table of Contents:
Research on Students' "Images of Science"Scientific Practice, Human Activity, and "Imagification"; Ethnography of Science and Internship; "Students' Images of Science"; Interpreting Translations of Scientific Practices; How Are "Images of Science" Produced?; Episode 1; Episode 2; Episode 3; Episode 4; The Epic Nature of "Students' Images of Science"; Chapter 7: Place and Chronotope; A Beautiful Marine Park; Place as Problematic; Ecological Place-Based Education; Critical Pedagogy of Place; Place as Voice; Place as Living Entity; Place as Chronotope; The Notion of Chronotope
Description / Table of Contents:
Place as Chronotope
Description / Table of Contents:
Preface -- INTRODUCTION: Imagination, Epicization, and Novelization in Science Education -- PART I: EPICS OF SCIENCE IN SCIENCE EDUCATION -- 1. The Heroes of Science -- 2. What Scientific Heroes Are (Not) Doing -- PART II: A NEED FOR NOVELIZED IMAGES OF SCIENCE -- 3. Science as One Form of Human Knowing -- 4. Science as Dynamic Practice -- PART III: TOWARD NOVELIZATION IN/OF SCIENCE EDUCATION -- 5. Scientific Literacy in the Wild -- 6. Translations of Scientific Practice -- 7. Place and Chronotope -- PART IV: NOVELIZING DISCOURSE IN SCIENCE EDUCATION -- 8. Science Education for Sustainable Development -- 9. Novelizing Native and Scientific Discourse -- 10. Fullness of Life as a Minimal Novelizing Unit -- CODA: Novelizing the Novelized Image of Science in Education -- References -- Index..
Note:
Description based upon print version of record
DOI:
10.1007/978-94-007-5392-1
URL:
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