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- Springer 2009; US$ 269.00
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... more...
- Taylor and Francis 2010; US$ 49.95
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. more...
- Taylor and Francis 2012; US$ 155.00
Grounded in philosophical approaches to cognition, this book presents a radical reframing of how children learn geometrical concepts in their early years. The book exhibits the shortcomings of other theories, including embodiment and enactivist approaches and advances an understanding of mathematics in the flesh. more...
- Springer Fachmedien 2011; US$ 159.00
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... more...
- Rowman & Littlefield Publishers 2005; US$ 32.99
This book is about the fundamental nature of talk in school science. Wolff-Michael Roth articulates a view of language that differs from the way science educators generally think about it. While writing science is one aspect of language in science, talking science may in fact constitute a much more important means by which we navigate and know the... more...
- Taylor and Francis 2009; US$ 53.95
Contributing to the social justice agenda of redefining what science is and what it means in the everyday lives of people, this book introduces science educators to various dimensions of viewing science and scientific literacy from the standpoint of the learner, engaged with real everyday concerns within or outside school; develops a... more...
- Taylor and Francis 2009; US$ 53.95
"This book frames the major challenge facing educational researchers as one of going beyond the mindless qualitative-quantitative divide and addressing the overarching/fundamental challenge of enriching and enlarging educational inquiry. It is a signature contribution to the field." - Clifton F. Conrad, University of Wisconsin-Madison, USA ... more...
- Springer 2011; US$ 49.95
- Springer 2011; US$ 69.95
This book is about the sensuous, living body without which individual knowing and learning is impossible. It is the interface between the individual and culture. Recent scholarship has moved from investigated knowing and learning as something in the mind or brain to understanding these phenomena in terms of the body (embodiment literature) or culture... more...