Reference : Forum: Science agency and structure across a lifespan. A dialogic response
Parts of books : Contribution to collective works
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/15205
Forum: Science agency and structure across a lifespan. A dialogic response
English
Adams, Jennifer, D. []
Siry, Christina mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
Dhingra, Koshi []
Bayne, Gillian U. []
2010
ReUniting Psychological and Sociological Perspectives
Roth, W-M
Tobin, K
Springer
341-353
Yes
Rotterdam
The Netherlands
[en] We are a group of science educators and researchers who are culturally diverse as well as diverse in our science teaching and learning experiences. We have worked with teachers and students from the elementary through the university level. In reading the four chapters in “Science agency and structure across the lifespan,” we draw on our experiences of researching and teaching in various formal and informal settings to ask critical questions about the importance of making science education a multi-contextual, pan-cultural endeavor. What follows is a dialogic response that explores the major themes that emerged for us in the four chapters. We asked ourselves questions to deepen our understanding about science teaching and learning in different contexts such as, what is the goal of formal learning spaces?
How can we bring to the forefront teachers’ roles and agency in educational research?
How can we use students’ and teachers’ individual life stories to create an inclusive learning community in the science classroom? What is the role of emotions in learning science? This writing approach allows us to share our individual perspectives while we build a collective understanding of connecting science teaching, learning and educational research across different contexts and lifeworlds.
http://hdl.handle.net/10993/15205
Available at: http://link.springer.com/chapter/10.1007/978-90-481- 3996-5_21#page-1

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