Theorizing the future of science education research. (2019)

• Record Type: Book
• Further Information: Note: Vaughan Prain, Brian Hand, editors.
• Editors: Prain, Vaughan; Hand, Brian
• Contents: Intro; Contents; Chapter 1: Introduction: Theorizing Future Research for the Science Classroom; 1.1 Interpreting Complexities; 1.2 Overview of Chapters; 1.3 Concluding Remarks; References; Part I: Mapping the Big Picture; Chapter 2: Merging Cognitive and Sociocultural Approaches: Toward Better Understandings of the Processes of Developing Thinking and Reasoning; 2.1 Introduction; 2.2 Developments in Science Education; 2.3 Barriers to Reconciling the Two Approaches; 2.4 The Problem of Transfer and Its Measurement; 2.5 Evidence for Successful Far Transfer 2.6 Why Evidence for Far Transfer Is Important2.7 Looking to the Future; 2.8 Explaining Findings; 2.8.1 Effective Learning Techniques; 2.8.2 Mental Architecture; 2.8.3 Cognitive Neuroscience; 2.9 Conclusion; References; Chapter 3: Frameworks, Committed Testers, and Science as a Form of Life; 3.1 Introduction; 3.2 The Crisis; 3.3 A Theory About Science as a Form of Life; 3.4 Comparing Frameworks; 3.5 Clashing Frameworks; 3.6 Collective Intelligence; References; Chapter 4: Writers in Community Model: 15 Recommendations for Future Research in Using Writing to Promote Science Learning 4.1 Does Writing Support Science Learning?4.2 Writers in Community Model: Implications for Writing and Learning in Science; 4.3 Writing Community; 4.4 Writers and Collaborators; 4.5 Promoting Writing Development; 4.6 Final Comments; References; Part II: Theorizing Aspects of Science Learning; Chapter 5: An Exploratory Neuroimaging Study of Argumentative and Summary Writing; 5.1 Educational Neuroscience and Neuropsychology; 5.2 Functional Near-Infrared Spectroscopy (fNIRS); 5.3 fNIRS as a Measure of Cognitive Dynamics; 5.4 Critical Thinking and Memory; 5.5 Writing in the Science Classroom 5.6 Example Study5.7 Design; 5.8 Data Processing; 5.9 Statistical Analysis; 5.10 Characterizing the Complex Responses; 5.11 Discussion of Results; 5.12 Limitations and Potential Future Studies; 5.13 Conclusion; References; Chapter 6: Scientific Practices as an Actor-Network of Literacy Events: Forging a Convergence Between Disciplinary Literacy and Scientific Practices; 6.1 Introduction; 6.2 Science Education Research: Scientific Practices and Performances; 6.3 Literacy Research: Literacy Actions, Events, and Practices; 6.4 Actor-Network Theory: From STS to a General Ontology 6.5 An Actor-Network of Literacy Events6.5.1 The Literacy Events; 6.5.2 The Actor-Network; 6.6 Conclusion; References; Chapter 7: Immersive Approaches to Science Argumentation and Literacy: What Does It Mean to "Live" the Languages of Science?; 7.1 Argument-Based Inquiry; 7.2 Emerging Studies; 7.3 Living the Language; 7.4 School Classrooms; 7.5 Philosophical Perspective; 7.6 Epistemic Cognition; 7.7 Transfer of Learning; 7.8 Science Writing Heuristic (SWH) Approach; 7.9 Results for SWH Approach; 7.10 Questions Going Forward; References
• Publisher Details: Cham, Switzerland : Springer
• Publication Date: 2019
• Extent: 1 online resource (vi, 196 pages), illustrations
• Subjects: 507.1; Science -- Study and teaching -- Research; Electronic books; Electronic books
• Languages: English
• ISBNs: 9783030240134; 3030240134
• Related ISBNs: 9783030240127; 3030240126
• Notes: Note: Online resource; title from PDF title page (SpringerLink, viewed October 31, 2019).
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
• Access Usage: Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.