Re/Structuring Science Education -

. .

Résumé :
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 useful running narrative that, from the introduction to the epilogue, contextualizes the book and its sections. Specific attention is given to cultural-historical activity theory, which already offers an integration of psychological and cultural-historical (sociological) perspectives on collectivelymotivated human activities. A number of chapters, as well as the contextualizing narrative, explicitly use this theory as a framework for rethinking science education to achieve the reunification that is the goal of this work. All the contributors to this volume have produced texts that contribute to the effort of overcoming the extant divide between sociological and psychological approaches to science education research and practice. From very different positions?gender, culture, race?they provide valuable insights to reuniting approaches in both theory and method in the field. As an ensemble, the contributions constitute a rich menu of ideas from which new forms of science education can emerge.

Sommaire:
Preface 1. ReUniting Sociological and Psychological Perspectives in/for Science Education: An Introduction Wolff-Michael Roth 2. Tuning in to Others? Voices: Beyond the Hegemony of Mono-Logical Narratives Kenneth Tobin A. SOCIAL PSYCHOLOGICAL FRAMEWORKS Editor?s Introduction 3. Activity, Discourse, & Meaning: Some Directions for Science Education Gregory J. Kelly, Asli Sezen 4. Been There, Done That, or Have We? Yew Jin Lee 5. History, Culture, Emergence: Informing Learning Designs Donna DeGennaro 6. Standing on the Shoulders of Giants: A Balancing Act of Dialectically Theorizing Conceptual Understanding on the Grounds of Vygotsky?s Project Anna Stetsenko 7. A Sociological Response to Stetsenko Regina Smardon 8. Turbulence, Risk, and Radical Listening: A Context for Teaching and Learning Science Wesley Pitts 9. Thinking and Speaking: A Dynamic Approach 10. Thinking and Speaking: On Units of Analysis and their Role in Meaning Making Eduardo Mortimer 11. Thinking Dialogically about Thought and Language Pei-Ling Hsu B. POSITIONS AND PERSPECTIVES 12. Re-Visioning Conceptual Change from Feminist Research Perspectives Kathryn Scantlebury, Sonya Martin 13. Conceptions and Characterization: An Explanation for the Theory-Practice Gap in Conceptual Change Theory Michiel van Eijck 14. Looking at the Observer: Challenges to the Study of Conceptions and Conceptual Change Jean-Fran?ois Maheux, Wolff-Michael Roth, Jennifer Thom 15. It Doesn?t Matter What You Think, This is Real: Expanding Conceptions about Urban Students inScience Classrooms Chris Emdin 16. Making Science Relevant: Conceptual Change and the Politics of Science Education Giuliano Reis C. SCIENCE AGENCY ACROSS THE LIFE SPAN 17. Glocalizing Artifact and Agency: An Argument for the Practical Relevance of Economic Injustice and Transformation in Science Education of Mexican Newcomers Katherine Richardson Bruna 18. Concept Development in Urban Classroom Spaces: Dialectical Relationships, Power, and Identity Maria Varelas, Justine M. Kane, Christine C. Pappas 19. Science as a Context and Tool: The Role of Place in Science Learning among Urban Middle School Youth Edna Tan, Angela Calabrese Barton, Miyoun Lim 20. Becoming an Urban Science Teacher: Teacher Learning as the Collective Performance of Conceptions Maria S. Rivera Maulucci 21. Science Agency and Structure across the Lifespan: A Dialogical Response Jennifer D. Adams, Christina Siry, Koshi Dhingra, Gillian U. Bayne D. EPILOGUE 22. Sociology