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Table of contents

  1. Front Matter
    Pages i-vi
  2. Mapping the Big Picture

  3. Theorizing Aspects of Science Learning

  4. Review

    1. Front Matter
      Pages 189-189

About this book

Introduction

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.

Keywords

Science Education Research future teaching and learning of science in schools science educators student learning multi-modal nature of learning in science science learning in schools development of thinking and reasoning promote Science learning Science argumentation Future theory of Science Education enhancing science education future science education socio-semiotic dimension to learning meaningful learner roles purposes and processes for doing science Theories of learning in Science Education

Editors and affiliations

  • Vaughan Prain
    • 1
  • Brian Hand
    • 2
  1. 1.School of EducationDeakin UniversityGeelongAustralia
  2. 2.College of EducationUniversity of IowaIowa CityUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-030-24013-4
  • Copyright Information Springer Nature Switzerland AG 2019
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-030-24012-7
  • Online ISBN 978-3-030-24013-4
  • Series Print ISSN 1878-0482
  • Series Online ISSN 1878-0784
  • Buy this book on publisher's site