Pub Date : 2018-11-17DOI: 10.1163/9789004389663_008
Jennifer D. Adams
{"title":"Creative Critical Inquiry","authors":"Jennifer D. Adams","doi":"10.1163/9789004389663_008","DOIUrl":"https://doi.org/10.1163/9789004389663_008","url":null,"abstract":"","PeriodicalId":151662,"journal":{"name":"Critical Issues and Bold Visions for Science Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126932565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-17DOI: 10.1163/9789004389663_006
S. Martin, D. Kang
{"title":"Exploring the Transformative Potential of Experiential Learning","authors":"S. Martin, D. Kang","doi":"10.1163/9789004389663_006","DOIUrl":"https://doi.org/10.1163/9789004389663_006","url":null,"abstract":"","PeriodicalId":151662,"journal":{"name":"Critical Issues and Bold Visions for Science Education","volume":"62 16","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133085606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-17DOI: 10.1163/9789004389663_009
Arnau Amat
{"title":"The Engagement of Community Stakeholders in School Science Education","authors":"Arnau Amat","doi":"10.1163/9789004389663_009","DOIUrl":"https://doi.org/10.1163/9789004389663_009","url":null,"abstract":"","PeriodicalId":151662,"journal":{"name":"Critical Issues and Bold Visions for Science Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129138797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-17DOI: 10.1163/9789004389663_010
G. Verma, Anton Puvirajah, H. Douglass
{"title":"Examining the Mediation of Power in Informal Environments","authors":"G. Verma, Anton Puvirajah, H. Douglass","doi":"10.1163/9789004389663_010","DOIUrl":"https://doi.org/10.1163/9789004389663_010","url":null,"abstract":"","PeriodicalId":151662,"journal":{"name":"Critical Issues and Bold Visions for Science Education","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115274396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-17DOI: 10.1163/9789004389663_004
R. Levinson
Through reflections on my own history of learning and observing significant teaching episodes of others in teaching science I argue for a transformative programme of science teaching which is knowledgeable and non-presumptive. In doing so I draw on Hannah Arendt’s depiction of praxis as central to the collaborative enterprise and openness of learning, and Emanuel Levinas’ conceptualisation of the Other in creating an ontology of nature which is non-dominant. In neoliberal education systems driven by an instrumental and corporatist STEM agenda such possibilities might seem remote but placing social justice at the very core of pedagogy, resistance to short-term instrumental outcomes can be successfully achieved through ‘collaborative resonance’.
{"title":"I Know What I Want to Teach but How Can I Know What They Are Going to Learn?","authors":"R. Levinson","doi":"10.1163/9789004389663_004","DOIUrl":"https://doi.org/10.1163/9789004389663_004","url":null,"abstract":"Through reflections on my own history of learning and observing significant teaching episodes of others in teaching science I argue for a transformative programme of science teaching which is knowledgeable and non-presumptive. In doing so I draw on Hannah Arendt’s depiction of praxis as central to the collaborative enterprise and openness of learning, and Emanuel Levinas’ conceptualisation of the Other in creating an ontology of nature which is non-dominant. In neoliberal education systems driven by an instrumental and corporatist STEM agenda such possibilities might seem remote but placing social justice at the very core of pedagogy, resistance to short-term instrumental outcomes can be successfully achieved through ‘collaborative resonance’.","PeriodicalId":151662,"journal":{"name":"Critical Issues and Bold Visions for Science Education","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116775277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-17DOI: 10.1163/9789004389663_011
M. Tan
{"title":"Innovation to What End?","authors":"M. Tan","doi":"10.1163/9789004389663_011","DOIUrl":"https://doi.org/10.1163/9789004389663_011","url":null,"abstract":"","PeriodicalId":151662,"journal":{"name":"Critical Issues and Bold Visions for Science Education","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132708331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-17DOI: 10.1163/9789004389663_014
Alberto Bellocchi, K. Mills, R. Olson, Roger Patulny, J. McKenzie
STEM education disciplines are facing a dilemma internationally. There is high demand for qualified high quality teachers in science, technology, and mathematics subjects in schools and a trend towards high attrition rates of teachers in the early years. Teacher attrition has been associated with, in part, the high demand for emotion work required on a daily basis in classrooms. Despite this fact, there is dearth of research on teachers’ emotion management in specific disciplinary fields such as science and mathematics education. In this chapter, we address the need for research on teacher emotion work in science and mathematics education through sociological analysis of the lived experiences of two authors. Using narrative vignettes of classroom experiences, we consider what the sociology of emotions can contribute to understanding the emotion work required in science and mathematics classrooms. Following an analysis of the two vignettes, we offer suggestions for research, policy, and practice for addressing STEM teachers’ emotional work through teacher education courses and professional learning.
{"title":"Emotion Work at the Frontline of STEM Teaching","authors":"Alberto Bellocchi, K. Mills, R. Olson, Roger Patulny, J. McKenzie","doi":"10.1163/9789004389663_014","DOIUrl":"https://doi.org/10.1163/9789004389663_014","url":null,"abstract":"STEM education disciplines are facing a dilemma internationally. There is high demand for qualified high quality teachers in science, technology, and mathematics subjects in schools and a trend towards high attrition rates of teachers in the early years. Teacher attrition has been associated with, in part, the high demand for emotion work required on a daily basis in classrooms. Despite this fact, there is dearth of research on teachers’ emotion management in specific disciplinary fields such as science and mathematics education. In this chapter, we address the need for research on teacher emotion work in science and mathematics education through sociological analysis of the lived experiences of two authors. Using narrative vignettes of classroom experiences, we consider what the sociology of emotions can contribute to understanding the emotion work required in science and mathematics classrooms. Following an analysis of the two vignettes, we offer suggestions for research, policy, and practice for addressing STEM teachers’ emotional work through teacher education courses and professional learning.","PeriodicalId":151662,"journal":{"name":"Critical Issues and Bold Visions for Science Education","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122603794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-17DOI: 10.1163/9789004389663_005
Mitch Bleier, Ashley N. Morton
{"title":"Adventures in Cheeseworld","authors":"Mitch Bleier, Ashley N. Morton","doi":"10.1163/9789004389663_005","DOIUrl":"https://doi.org/10.1163/9789004389663_005","url":null,"abstract":"","PeriodicalId":151662,"journal":{"name":"Critical Issues and Bold Visions for Science Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129364644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-17DOI: 10.1163/9789004389663_012
Chantal Pouliot
{"title":"Being a Science Education Researcher and a Concerned Citizen against Epistemological Anesthesia","authors":"Chantal Pouliot","doi":"10.1163/9789004389663_012","DOIUrl":"https://doi.org/10.1163/9789004389663_012","url":null,"abstract":"","PeriodicalId":151662,"journal":{"name":"Critical Issues and Bold Visions for Science Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132271066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-17DOI: 10.1163/9789004389663_016
S. Kayumova, Lucy Avraamidou, Jennifer D. Adams
Science Education is an interdepartment and intercollegiate entity within the College of Humanities, Arts, and Sciences. There is no science education department as such. Some science teaching majors are offered under the jurisdiction and general supervision of the Dean of the College of Humanities, Arts and Sciences. The responsibility for programs and courses in science education is delegated to the science education faculty under its chairperson. Members of the science education faculty hold their primary appointments in the various science departments in the College of Humanities, Arts and Sciences and in the Department of Teaching in the College of Education.
{"title":"Science Education","authors":"S. Kayumova, Lucy Avraamidou, Jennifer D. Adams","doi":"10.1163/9789004389663_016","DOIUrl":"https://doi.org/10.1163/9789004389663_016","url":null,"abstract":"Science Education is an interdepartment and intercollegiate entity within the College of Humanities, Arts, and Sciences. There is no science education department as such. Some science teaching majors are offered under the jurisdiction and general supervision of the Dean of the College of Humanities, Arts and Sciences. The responsibility for programs and courses in science education is delegated to the science education faculty under its chairperson. Members of the science education faculty hold their primary appointments in the various science departments in the College of Humanities, Arts and Sciences and in the Department of Teaching in the College of Education.","PeriodicalId":151662,"journal":{"name":"Critical Issues and Bold Visions for Science Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130227415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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