13 Questions - Lynn A. Bryan

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Résumé :
13 Questions: Reframing Education?s Conversation: Science examines thirteen critical questions confronting contemporary science education and a dynamic and evolving universe threatened by issues of sustainability and disharmony. The world?s leading scholars in science education utilize cutting-edge theories and analyses to illuminate possible pathways in a world threatened by global warming, mass extinctions, and pervasive conflicts. These provocative responses to some of the most difficult questions facing science education to date are intended to provoke, expand, and enlighten readers about possibilities for transforming and enhancing the social and physical worlds we inhabit and for which we are stewards. The sections of 13 Questions address science curriculum; power and science education; quality of science teachers; quality of science students; quality of science teacher education; equity; language; religion; race; families; culture of science and science education; political issues and science education; and bold visions for science education. The book is international in scope and shows value for difference in the perspectives, values, and theoretical underpinnings of authors.

Biographie:
Lynn Bryan is Professor at Purdue University, where she holds a joint appointment in the Department of Curriculum and Instruction and the Department of Physics and Astronomy. She is Director of Purdue?s Center for Advancing the Teaching and Learning of STEM (CATALYST), and past-President of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research. Kenneth Tobin is Presidential Professor, Graduate Center of CUNY. He has published more than 20 books, 200 journal articles, and 125 book chapters. Numerous awards include the Distinguished Contributions to Science Education Through Research Award (NARST), the Mentoring Award (AERA), and the Distinguished Teaching Scholars Award (NSF).

Sommaire:
Shirley R. Steinberg: Foreword: We Must Kill Our Darlings - Lynn A. Bryan/Kenneth Tobin: Of Eggs, Chickens, and Deep-Seated Ideologies - Section One: The Science Curriculum: What Are the Basics and Are We Teaching Them? - Christina Siry: The Science Curriculum at the Elementary Level: What Are the Basics and Are We Teaching Them? - Femi S. Otulaja/Meshach B. Ogunniyi: The Science Curriculum: What Are the Basics and Are We Teaching Them? - Anna Stetsenko: Science Education and Transformative Activist Stance: Activism as a Quest for Becoming via Authentic-Authorial Contribution to Communal Practices - Section Two: Power and Science Education: Who Decides the Forms Science Education Has Taken and Who Should Decide? - Sara Tolbert/Angela Calabrese Barton/Luis C. Moll: What Can Teachers Do to Restructure Power Dynamics in Science Classrooms? Exploring the Personal and Social Transformative Power of Science Learning through a Funds of Knowledge Approach - Larry Bencze/Michael J. Reiss/Ajay Sharma/Matthew Weinstein: STEM Education as Trojan Horse: Deconstructed and Reinvented for All - Section Three: Science Teachers Under Suspicion: Is It True That Science Teachers Aren't as Good as They Used to Be? - Shakhnoza Kayumova/Deborah J. Tippins: Obsessed with Accountability? Science Teachers Under the Microscope - Giuliano Reis: En Route to Becoming a Good Teacher: An Attempted Hijack of Pedagogical Autonomy? - Section Four: Science Students Under Suspicion: Is It True That Students Are Less Interested in Science Than They Used to Be and Perform More Poorly in Science Than They Used to? - Tang Wee Teo: Problematizing Problematic Students in Lower Track Classes - Sonya N. Martin: Confronting Prevailing Narratives of Student Engagement and Participation in Science Classrooms - Section Five: Science Teacher Education: What Is Good Science Teaching and How Do We Teach People to Be Good Science Teachers? - Maur?cio Pietrocola: Professional Duties and Challenges of Novice Teachers: Level of Consciousness in Facing the Pedagogical Risk - Aik-Ling Tan: Science Teacher Professional Development: The Blind Men and the Elephant - Section Six: (In)Equity and Science Education: In What Ways Does (In)equity Affect the Process of Science Education? - Flavia Rezende/Fernanda Ostermann: Science Education and Social Inequality: Reproduction or Confrontation? - Maria Varelas: Dialectical Relationships and How They Shape (In)Equitable Science Learning Spaces and Places - Maxine McKinney de Royston/Abiola A. Farinde: Race and Poverty in Science Education: Questions and Tensions for the Field - Ana M. Becerra: Dismantling Racism as a Strategy for Academic Success - Castano Rodriguez/Laura Barraza: In What Ways Does Race Affect the Educational Process? Challenging the Homogenization of Academia - Kathryn Scantlebury: Where Is the ...?: Using Intersectionality to Problematize Power and Hierarchy in Science Teaching and Learning - Section Seven: Language and Science Education: In What Ways Does Language Affect the Process of Science Education? - Sara E. D. Wilmes/Christina Siry/Roberto G?mez Fern?ndez/Anna Maria Gorges: Reconstructing Science Education within the Language