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This book is about language in STEM research and about how it is thought about: as something that somehow refers to something else not directly accessible, often meaning, mental representation, or conception. Using the analyses of real data and analyses of the way certain concepts are used in the scientifi c literature, such as "meaning, " this book reframes the discussion about meaning, mental representation, and conceptions consistent with ...

This book argues that the ‘constructivist metaphor’ has become a self-appointed overriding concept that suppresses other modes of thinking about knowing and learning science. Yet there are questions about knowledge that constructivism cannot properly answer, such as how a cognitive structure can intentionally develop a formation that is more complex than itself, how a learner can aim at a learning objective that is, by definition, itself unkno...

This book argues that the ‘constructivist metaphor’ has become a self-appointed overriding concept that suppresses other modes of thinking about knowing and learning science. Yet there are questions about knowledge that constructivism cannot properly answer, such as how a cognitive structure can intentionally develop a formation that is more complex than itself, how a learner can aim at a learning objective that is, by definition, itself unkno...

The study described in this book arose in the contextof a three-year collective effort to bring about change in science teaching at Mountain Elementary School. 1 This opportunity emerged after I contacted the school with the idea to help teachers implement student-centered science teaching. At the same time, the teachers collectively had come to realize that their science teaching was not as exciting to children as it could be. They had recogn...

Since its beginnings, science education has been under the influence of psychological theories of knowing and learning, while in more recent years, social constructivist and sociological frameworks have also begun to emerge. With little work being done on showing how the perspectives of these separate approaches might be integrated, this work aims to plug the gap. The book helps lay the groundwork for reuniting sociological and psychological p...

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...

Children's learning and understanding of science during their pre-school years has been a neglected topic in the education literature-something this volume aims to redress. Paradigmatic notions of science education, with their focus on biologically governed development and age-specific accession to scientific concepts, have perpetuated this state of affairs. This book offers a very different perspective, however. It has its roots in the work o...

Over the recent years, identity has become one of the most central theoretical concept and topics of scholarship in a number of disciplines, including science education. In this volume, leading science educators articulate in carefully prepared case studies their theoretical perspective on science, learning, and identity. More importantly, the authors of the chapters in the different parts of the book engage each other in a collaboratively wri...

In a number of academic disciplines, auto/biography and auto/ethnography have become central means of critiquing of the ways in which research represents individuals and their cultures. Auto/biography and auto/ethnography are genres that blend ethnographic interests with life writing and they tell about a culture at the same time they tell about an individual life. This book presents educational researchers, in exemplary form, the possibilitie...

The author takes readers on a journey of a large number of issues in designing actual studies of knowing and learning in the classroom, exploring actual data, and putting readers face to face with problems that he actually or possibly encountered, and what he has done or possibly could have done. The reader subsequently sees the results of data collection in the different analyses provided. The author shows how one writes very different studie...

Language, Learning, Context aims to help educators understand the ways in which they use language and the sense in which they are as much subject to its possibilities as they are able to consciously mobilize those possibilities.

This book deals with uncertainty and graphing in scientific discovery work from a social practice perspective. It is based on a 5-year ethnographic study in an advanced experimental biology laboratory. The book shows how, in discovery work where scientists do not initially know what to make of graphs, there is a great deal of uncertainty and scientists struggle in trying to make sense of what to make of graphs. Contrary to the belief that scie...

Non scholae sed vitae discimus, we learn for life rather than for school. In this Roman saying, the ultimate reason for school is recognized as being a preparation for life. High school science, too, is a preparation for life, the possible careers students identify, and for defining possible future Selves. In this book, the contributors take one dataset as their object of scholarship informed by discursive psychology, Bakhtin, and poststructur...

The collection of data sources in the social sciences involves communication in one form or another: between research participants who are observed while communicating or between researcher and researched, who communicate so that the former can learn about/from the latter. How does one analyze communication? In particular, how does one learn to analyze data sources established in and about communication? In response to these questions, the aut...

Eighty years ago, L. S. Vygotsky complained that psychology was misled in studying thought independent of emotion. This situation has not significantly changed, as most learning scientists continue to study cognition independent of emotion. In this book, the authors use cultural-historical activity theory as a perspective to investigate cognition, emotion, learning, and teaching in mathematics. Drawing on data from a longitudinal research prog...

Science Education as/for Sociopolitical Action is about alternative ways of looking at science education. Rather than focusing on the transfer or construction of knowledge, the authors focus on the role of science education as a starting point for engaging students in social action. Sometimes, social action is the starting point and students learn science and about science as they pursue their goals. The authors provide concrete descriptions f...

Coteaching and cogenerative dialoguing are ways of learning to teach that truly bridge the gap between theory and praxis, as new teachers learn to teach alongside peers and more experienced teachers. These practices are also means of overcoming teacher isolation and burnout. Through cogenerative dialogue sessions, new and experienced teachers, university supervisors, researchers, and administrators are able to create local theory for the purpo...

Re/Constructing Elementary Science seeks to improve the way science is taught in the elementary school. There are three main contradictions that make it difficult for teachers and students to engage in meaningful activities from which understandings result. The central issues in this book are framed in terms of three dichotomies that lead to tensions arising from the dialectic of opposing aspects of teaching and learning. First, there is a ten...

Curriculum*-in-the-Making theorizes about the living curriculum as an event that is in the making, for the enacted curriculum is something finished, which, only as an object, can be compared to another object. A living curriculum, understood as an event*-in-the-making, leads to a very different appreciation of just what is happening in a classroom. Events* are understood to be in the making so we cannot know the precise nature of what we witne...

In qualitative research, one can often hear the statement that research results are just (social) constructions. In criminal cases and in court hearings, we tend to expect that the true sequence of events has to be found rather than just any story. Here the author shows that qualitative social research can be conducted in the manner of police work or court proceedings. He does so by exhibiting how short pieces of transcriptions can be approach...