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Change Agents in Science Education
In this engaging and well crafted book, Change Agents in Science Education situates the science educator in dynamic social, political, and cultural environments where individuals are engaged in science for change. A wide range of educational contexts are described in the book, including urban school settings in the U. S., slum communities in Mumbai, India, an agricultural community in Benin, Africa, a children's educational television program production company in the U. S. In each context, powerful examples of how science was enacted to transform ways of thinking and doing are demonstrated. Each contributor shares experiences with science, and the challenges, triumphs and lessons learned which need to be considered and addressed as part of the role of the science educator. Change, it is argued, needs to be facilitated on a variety of levels in order for learning to take place. Science educators working in a wide range of settings, community-based educational groups, and students and researchers interested in formal and informal science education, will benefit from the perspectives provided in this book.
Teaching Teachers
The editors and authors of Teaching Teachers: Building a Quality School of Urban Education present a description of and vision for the complicated and often misunderstood field of teacher education. This book describes a critical, complex school of education that promotes disciplined scholarship and diverse reforms of educational knowledge to students and to the educational community. This theme of a rigorous teacher education program is taken up throughout the volume as new understandings of professional education are promoted. This book would be beneficial to students, instructors, and administrators.
The Real Science Behind the X-Files
Could an alien organism really survive a centuries-long trip on a meteor and remain virulent enough to attack a human being? How would a scientist know she was peering at a microbe from another planet? What's the possibility of a genetically mutated monster actually developing? In a gripping exploration of the facts behind the science fiction that has enthralled millions of X-philes, Anne Simon -- the respected virologist who comes up with the science for many intriguing episodes -- discusses telomeres, cloning, the Hayflick limit, nanotechnology, endosymbionts, lentiviruses, and other strange phenomena that have challenged the intellect and threatened the lives and sanity of America's favorite FBI agents. With Simon's extraordinary gift for explaining complicated, cutting-edge science in a light, accessible style, and her behind-the-scenes commentary on the development of various plot lines, The Real Science Behind the X-Files will appeal to science buffs and X-Files aficionados alike.
Second International Handbook of Science Education
The International Handbook of Science Education is a two volume edition pertaining to the most significant issues in science education. It is a follow-up to the first Handbook, published in 1998, which is seen as the most authoritative resource ever produced in science education. The chapters in this edition are reviews of research in science education and retain the strong international flavor of the project. It covers the diverse theories and methods that have been a foundation for science education and continue to characterize this field. Each section contains a lead chapter that provides an overview and synthesis of the field and related chapters that provide a narrower focus on research and current thinking on the key issues in that field. Leading researchers from around the world have participated as authors and consultants to produce a resource that is comprehensive, detailed and up to date. The chapters provide the most recent and advanced thinking in science education making the Handbook again the most authoritative resource in science education.
Metropedagogy
Metropedagogy: Power, Justice and the Urban Classroom Joe Kincheloe McGill University and kecia hayes (Eds.) The Graduate Center, City University of New York What might it mean to develop a rigorous, just, and practical urban education? Such a question takes on new importance in the middle of the first decade of the twenty-first century, as urban educators find themselves besieged with test-driven, standardized curricula promoted in the name of fairness, educational excellence, and egalitarianism. Those who promote these standardized curricula fail to account for the unique situations and need.
Encyclopedia of Science and Technology Communication
The explosion of scientific information is exacerbating the information gap between richer/poorer, educated/less-educated publics. The proliferation of media technology and the popularity of the Internet help some keep up with these developments but also make it more likely others fall further behind. This is taking place in a globalizing economy and society that further complicates the division between information haves and have-nots and compounds the challenge of communicating about emerging science and technology to increasingly diverse audiences. Journalism about science and technology must fill this gap, yet journalists and journalism students themselves struggle to keep abreast of cont...
Re/Structuring Science Education
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 to plug the gap. The book helps lay the groundwork for reuniting sociological and psychological perspectives on the knowing, learning, and teaching of science. Featuring a range of integrative efforts beginning with simple conversation, the chapters here include not only articles but also commentaries that engage with other papers, as well as a use...
19 Urban Questions
Annotation "19 Urban Questions: Teaching in the City, the definitive overview of urban education, is provocative in style and rich in detail. Emphasizing the complexity of urban education, Steinberg, Kincheloe, and the authors ask direct questions about what urban teachers need to know. Their answers are guaranteed to generate both classroom discussion and discourse in the field for years to come. This is a volume that should be used in every school of education. Important topics include: difference in urban education; motives for teaching in city settings; understanding and dealing with drop-outs; the role of counseling in urban schools; identifying resistance in urban settings; gangs and gang membership; evaluation and assessment; unique issues relating to disabilities; bilingual education; unique issues in urban literacy; urban students and the writing process; technology in urban classrooms; the value of teaching science in urban settings; the role of aesthetics in city schools; health risks among city students; understanding the urban family.
Critical Thinking and Learning
The editors of this book employ social, cognitive, linguistic, and political theoretical innovations to develop a new conception of critical thinking. They examine how such a construct might be taught in a variety of social settings and disciplines. Using a host of previously neglected perspectives—sociocognition, issues of political economy, complexity theory, and critical theoretical notions of epistemology and power theory—the editors and authors present a conceptually sophisticated yet accessible compendium on critical thinking. The introduction guides readers through the reconceptualization process. Specific entries focus on particular dimensions of the challenges to old-style criti...
