Philosophy of Science Cognitive Psychology and Educational Theory and Practice

Philosophy of Science  Cognitive Psychology  and Educational Theory and Practice

This edited volume extends existing discussions among philosophers of science, cognitive psychologists, and educational researchers on the the restructuring of scientific knowledge and the domain of science education.

Author: Richard Alan Duschl

Publisher: SUNY Press

ISBN: 0791410536

Category: Education

Page: 287

View: 811

This edited volume extends existing discussions among philosophers of science, cognitive psychologists, and educational researchers on the the restructuring of scientific knowledge and the domain of science education. This exchange of ideas across disciplinary fields raises fundamental issues and provides frameworks that help to focus educational research programs, curriculum development efforts, and teacher training programs.
Categories: Education

Encyclopedia of Educational Theory and Philosophy

Encyclopedia of Educational Theory and Philosophy

The two-volume Encyclopedia of Educational Theory and Philosophy introduces readers to theories that have stood the test of time and those that have provided the historical foundation for the best of contemporary educational theory and ...

Author: D. C. Phillips

Publisher: SAGE Publications

ISBN: 9781483364742

Category: Education

Page: 952

View: 709

Education is a field sometimes beset by theories-of-the-day and with easy panaceas that overpromise the degree to which they can alleviate pressing educational problems. The two-volume Encyclopedia of Educational Theory and Philosophy introduces readers to theories that have stood the test of time and those that have provided the historical foundation for the best of contemporary educational theory and practice. Drawing together a team of international scholars, this invaluable reference examines the global landscape of all the key theories and the theorists behind them and presents them in the context needed to understand their strengths and weaknesses. In addition to interpretations of long-established theories, this work offers essays on cutting-edge research and concise, to-the-point definitions of key concepts, ideas, schools, and figures. Features: Over 300 signed entries by trusted experts in the field are organized into two volumes and overseen by a distinguished General Editor and an international Editorial Board. Entries are followed by cross references and further reading suggestions. A Chronology of Theory within the field of education highlights developments over the centuries; a Reader’s Guide groups entries thematically, and a master Bibliography facilitates further study. The Reader’s Guide, detailed index, and cross references combine for strong search-and-browse capabilities in the electronic version. Available in a choice of print or electronic formats, Encyclopedia of Educational Theory and Philosophy is an ideal reference for anyone interested in the roots of contemporary educational theory.
Categories: Education

Science Teaching

Science Teaching

Cognitive Psychology, and Educational Theory and Practice, State University of New York Press, Albany, NY. Easley, J.: 1959, “The Physical Science Study ...

Author: Michael R. Matthews

Publisher: Routledge

ISBN: 9781317796169

Category: Education

Page: 256

View: 901

Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: what constitutes an appropriate science curriculum for all students; how science should be taught in traditional cultures; how scientific literacy can be promoted; and the conflict which can occur between science curriculum and deep-seated religious or cultural values and knowledge. Outlining the history of liberal approaches to the teaching of science, Michael Matthews elaborates contemporary curriculum developments that explicitly address questions about the nature and the history of science. He provides examples of classroom teaching and develops useful arguments on constructivism, multicultural science education and teacher education.
Categories: Education

Belief Revision meets Philosophy of Science

Belief Revision meets Philosophy of Science

In Philosophy of science, cognitive psychology and educational theory and practice, eds. R. Duschl, and R. Hamilton, 69–115. Albany, NY: SUNY.

Author: Erik J Olsson

Publisher: Springer Science & Business Media

ISBN: 9048196094

Category: Science

Page: 359

View: 779

Belief revision theory and philosophy of science both aspire to shed light on the dynamics of knowledge – on how our view of the world changes (typically) in the light of new evidence. Yet these two areas of research have long seemed strangely detached from each other, as witnessed by the small number of cross-references and researchers working in both domains. One may speculate as to what has brought about this surprising, and perhaps unfortunate, state of affairs. One factor may be that while belief revision theory has traditionally been pursued in a bottom- up manner, focusing on the endeavors of single inquirers, philosophers of science, inspired by logical empiricism, have tended to be more interested in science as a multi-agent or agent-independent phenomenon.
Categories: Science

Developing Models in Science Education

Developing Models in Science Education

In Philosophy of Science. Cognitive Psychology and Educational Theory and Practice, edited by R. Duschl and D. Hamilton, 48-68. New Your: State University ...

Author: J.K. Gilbert

Publisher: Springer Science & Business Media

ISBN: 9789401008761

Category: Science

Page: 387

View: 613

Models and modelling play a central role in the nature of science, in its conduct, in the accreditation and dissemination of its outcomes, as well as forming a bridge to technology. They therefore have an important place in both the formal and informal science education provision made for people of all ages. This book is a product of five years collaborative work by eighteen researchers from four countries. It addresses four key issues: the roles of models in science and their implications for science education; the place of models in curricula for major science subjects; the ways that models can be presented to, are learned about, and can be produced by, individuals; the implications of all these for research and for science teacher education. The work draws on insights from the history and philosophy of science, cognitive psychology, sociology, linguistics, and classroom research, to establish what may be done and what is done. The book will be of interest to researchers in science education and to those taking courses of advanced study throughout the world.
Categories: Science

Science Education Research and Practice in Europe

Science Education Research and Practice in Europe

In R. A. Duschl & R. J. Hamilton (Eds.), Philosophy of science, cognitive psychology, and educational theory and practice (pp. 147–176).

Author: Doris Jorde

Publisher: Springer Science & Business Media

ISBN: 9789460919008

Category: Education

Page: 394

View: 576

Each volume in the 7-volume series The World of Science Education reviews research in a key region of the world. These regions include North America, South and Latin America, Asia, Australia and New Zealand, Europe, Arab States, and Sub-Saharan Africa. The focus of this Handbook is on science education in Europe. In producing this volume the editors have invited a range of authors to describe their research in the context of developments in the continent and further afield. In reading this book you are invited to consider the historical, social and political contexts that have driven developments in science education research over the years. A unique feature of science education in Europe is the impact of the European Union on research and development over many years. A growing number of multi-national projects have contributed to the establishment of a community of researchers increasingly accepting of methodological diversity. That is not to say that Europe is moving towards homogeneity, as this volume clearly shows.
Categories: Education

Teaching Scientific Inquiry

Teaching Scientific Inquiry

In R. A. Duschl & R. J. Hamilton (Eds.), Philosophy of science, cognitive psychology, and educational theory and practice (pp. 195-225).

Author:

Publisher: BRILL

ISBN: 9789460911453

Category: Education

Page: 380

View: 381

What are scientific inquiry practices like today? How should schools approach inquiry in science education? Teaching Science Inquiry presents the scholarly papers and practical conversations that emerged from the exchanges at a two-day conference of distinctive North American ‘science studies’ and ‘learning science’scholars.
Categories: Education

Converging Perspectives on Conceptual Change

Converging Perspectives on Conceptual Change

Mapping an Emerging Paradigm in the Learning Sciences Tamer G. Amin, ... Philosophy of science, cognitive psychology, and educational theory and practice ...

Author: Tamer G. Amin

Publisher: Routledge

ISBN: 9781315467122

Category: Education

Page: 374

View: 723

Conceptual change, how conceptual understanding is transformed, has been investigated extensively since the 1970s. The field has now grown into a multifaceted, interdisciplinary effort with strands of research in cognitive and developmental psychology, education, educational psychology, and the learning sciences. Converging Perspectives on Conceptual Change brings together an extensive team of expert contributors from around the world, and offers a unique examination of how distinct lines of inquiry can complement each other and have converged over time. Amin and Levrini adopt a new approach to assembling the diverse research on conceptual change: the combination of short position pieces with extended synthesis chapters within each section, as well as an overall synthesis chapter at the end of the volume, provide a coherent and comprehensive perspective on conceptual change research. Arranged over five parts, the book covers a number of topics including: the nature of concepts and conceptual change representation, language, and discourse in conceptual change modeling, explanation, and argumentation in conceptual change metacognition and epistemology in conceptual change identity and conceptual change. Throughout this wide-ranging volume, the editors present researchers and practitioners with a more internally consistent picture of conceptual change by exploring convergence and complementarity across perspectives. By mapping features of an emerging paradigm, they challenge newcomers and established scholars alike to embrace a more programmatic orientation towards conceptual change.
Categories: Education

EBOOK TEACHING AND LEARNING SCIENCE

EBOOK  TEACHING AND LEARNING SCIENCE

In R.A. Duschl and R.J. Hamilton ( eds ) Philosophy of Science , Cognitive Psychology , and Educational Theory and Practice . Albany : State University of ...

Author: Derek Hodson

Publisher: McGraw-Hill Education (UK)

ISBN: 9780335231799

Category: Education

Page: 200

View: 968

This book extends and unifies recent debate and research about science education in several disparate fields, including philosophy of science, cognitive psychology and motivation theory. Through an approach based on the personalization of learning and the politicization of the curriculum and classroom, it shows how the complex goal of critical scientific literacy can be achieved by all students, including those who traditionally underachieve in science or opt out of science education at the earliest opportunity. Current thinking in situated cognition and learning through apprenticeship are employed to build a sociocultural learning model based on a vigorous learning community, in which the teacher acts as facilitator, co-learner and anthropologist. Later chapters describe how these theoretical arguments can be translated into effective classroom practice through a coherent inquiry-oriented pedagogy, involving a much more critical and wide-ranging use of hands-on and language-based learning than is usual in science education.
Categories: Education

Science Education and Culture

Science Education and Culture

... R. J. Hamilton (eds), Philosophy of Science, Cognitive Psychology and Educational Theory and Practice, State University of New York Press, New York.

Author: Fabio Bevilacqua

Publisher: Springer Science & Business Media

ISBN: 0792369726

Category: Education

Page: 362

View: 891

This anthology contains 21 papers by prominent historians and philosophers of science, philosophers of education, science educators and science teachers. It is expansive in its subject matter, and detailed in its analysis. The common thread in all papers is the contribution that the history and philosophy of science makes to theoretical, curricular, and pedagogical issues in science education. This is a timely focus as, worldwide, there are increasing demands made on science curriculum writers and teachers to ensure that students come to know something of the `nature of science', or something about the `big picture' of science. This means knowing something of the history and methodology of science, its relations with world views, and how science articulates with social and cultural values and interests. The contributions show how historically and philosophically informed teaching of science can create this `big picture' knowledge about science, which in turn allows science to inform culture and social life.
Categories: Education

Reflections on Naturalism

Reflections on Naturalism

Proceedings of 1998 Biennial Meetings of the Philosophy of Science Association, ... of science, cognitive psychology, and educational theory and practice.

Author: José Ignacio Galparsoro

Publisher: Springer Science & Business Media

ISBN: 9789462092969

Category: Education

Page: 168

View: 763

To naturalists, there is no such thing as complete justification for any claim, and so requiring complete warrant for naturalist proposals is an unreasonable request. The proper guideline for naturalist proposals seems thus clear: develop it using the methods of science; if this leads to a fruitful stance, then explicate and reassess. The resulting offer will exhibit virtuous circularity if its explanatory feedback loop involves critical reassessment as the explanations it encompasses play out. So viewed, naturalism is a philosophical perspective that seeks to unite in a virtuous circle the natural sciences and non-foundationalist, broadly-based empiricism. Other common lines of antinaturalist complaint are that naturalization efforts seem fruitful only in some areas, also that several endeavors outside the sciences serve as sources of knowledge into human life and the human condition, especially in areas where science does not reach terribly far as yet. It seems hard not to grant some truth to many allegories from literature, art and some religions. Naturalism has room for knowledge gathered outside science, provided the imported claims satisfy also by naturalistic methods. Naturalism and the debate about its scope and limits thrive on discrepancy. We hope that, collectively, the selected essays that follow will give a fair view of the vitality and tribulations of naturalism as a variegated contemporary philosophical perspective.
Categories: Education

Handbook of Research on Educational Communications and Technology

Handbook of Research on Educational Communications and Technology

In R. A. Duschl & R. J. Hamilton (Eds.), Philosophy of science, cognitive psychology, and educational theory and practice (pp. 226–243).

Author: David H. Jonassen

Publisher: Taylor & Francis

ISBN: 9780805841459

Category: Education

Page: 1210

View: 843

This edition of this handbook updates and expands its review of the research, theory, issues and methodology that constitute the field of educational communications and technology. Organized into seven sectors, it profiles and integrates the following elements of this rapidly changing field.
Categories: Education

The Practice of Constructivism in Science Education

The Practice of Constructivism in Science Education

Cronbaeh, L.J. “ Beyond the Two Disciplines of Scientific Psychology. ... Philosophy of Science, Cognitive Psychology, and Educational Theory and Practice.

Author: Kenneth G. Tobin

Publisher: Routledge

ISBN: 9781136489747

Category: Education

Page: 360

View: 235

This volume provides a needed elaboration of theories and potential applications of constructivism in science education. Although the term "constructivism" is used widely, there has been a dearth of materials to guide science educators concerning the potential of constructivism to influence what is done in the field. In fact, there has been a tendency for constructivism to be viewed as a method that can be used in a classroom. This view tends to diminish the power of constructivism as a way of thinking about education, and in particular, about science education. The chapters in this book address the need to document the theoretical roots of constructivism and to describe how practitioners have applied constructivist oriented beliefs in the practice of K-12 teaching of science and mathematics, as well as teacher education. Not only does this book contain different theoretical perspectives on constructivism, but it also features a chapter that critiques constructivism as an epistemology. Specific topics covered include: * cooperative learning, * the negotiation of meaning, * problem centered learning, * social construction of knowledge, * science in culturally diverse settings, * curriculum planning and implementation, and * instructional technology. Issues associated with the preparation and enhancement of science teachers and the reform of science education are also explored.
Categories: Education

Constructivism in Science Education

Constructivism in Science Education

Philosophy of Science, Cognitive Psychology, and Educational Theory and Practice, State University of New York Press, Albany, NY.,pp.l47-176.

Author: Michael R. Matthews

Publisher: Springer Science & Business Media

ISBN: 0792349245

Category: Education

Page: 234

View: 394

Constructivism is one of the most influential theories in contemporary education and learning theory. It has had great influence in science education. The papers in this collection represent, arguably, the most sustained examination of the theoretical and philosophical foundations of constructivism yet published. Topics covered include: orthodox epistemology and the philosophical traditions of constructivism; the relationship of epistemology to learning theory; the connection between philosophy and pedagogy in constructivist practice; the difference between radical and social constructivism, and an appraisal of their epistemology; the strengths and weaknesses of the Strong Programme in the sociology of science and implications for science education. The book contains an extensive bibliography. Contributors include philosophers of science, philosophers of education, science educators, and cognitive scientists. The book is noteworthy for bringing this diverse range of disciplines together in the examination of a central educational topic.
Categories: Education

Theoretical Foundations of Learning Environments

Theoretical Foundations of Learning Environments

In R. A. Duschle & R. J. Hamilton (Eds.), Philosophy of science, cognitive psychology, and educational theory and practice (pp. 147–176).

Author: David Jonassen

Publisher: Routledge

ISBN: 9781136702600

Category: Education

Page: 360

View: 637

Theoretical Foundations of Learning Environments provides students, faculty, and instructional designers with a clear, concise introduction to the major pedagogical and psychological theories and their implications for the design of new learning environments for schools, universities, or corporations. Leading experts describe the most important contemporary theories that form the foundation of the conception and design of student-centered learning environments and new applications of educational technologies. This book is well suited as a textbook for courses in instructional design, educational psychology, learning theory, curriculum theory and design, and related areas. The rise of constructivism and its associated theories represented a paradigm shift for educators and instructional designers to a view of learning as necessarily more social, conversational, and constructive than traditional transmissive views of learning. This bestselling book was the first to provide a manageable overview of the altered field, and the second edition has been fully updated to include expert introductions to Metacognition, Argumentation, and other key contemporary theories.
Categories: Education

Technology Assessment in Education and Training

Technology Assessment in Education and Training

In R. A. Duschl & R. J. Hamilton ( Eds . ) , Philosophy of science , cognitive psychology , and educational theory and practice ( pp . 244–273 ) .

Author: Eva L. Baker

Publisher: Psychology Press

ISBN: 0805812466

Category: Psychology

Page: 260

View: 912

This volume presents a variety of overall assessments of technology and individual descriptions of work-in-progress. Supported by private funders, non-profit organizations, government agencies, and a variety of other sources, these efforts address education programs focused on specific subject matter such as mathematics or troubleshooting of school-based learning using computers. They also focus on classes of technology such as intelligent systems, distance learning, and hypertext. Taken together, they portray the range of strategies through which we can begin to understand the impact of educational technology in the future. In addition, they illustrate different approaches currently adopted by technology designers to place and explain their work in a larger context. Each of the chapters presents a different point of entry on the technology assessment problem. Even those nominally focused on a single implementation, such as testing or teacher observation, demonstrate the clear interest by their authors in the larger implications of their work.
Categories: Psychology

Learning Science in the Schools

Learning Science in the Schools

Research Reforming Practice Shawn M. Glynn, Reinders Duit ... Philosophy of science, cognitive psychology, and educational theory and practice (pp.

Author: Shawn M. Glynn

Publisher: Routledge

ISBN: 9781136487781

Category: Education

Page: 392

View: 781

Science -- and the technology derived from it -- is having a dramatic impact on the quality of our personal lives and the environment around us. Science will have an even greater impact on the lives of our students. The lives of scientifically literate students will be enriched by their understanding, appreciation, and enjoyment of the natural world. To prosper in the near future, all students must become scientifically literate and embrace the notion of life-long learning in science. Without scientific literacy, it will become impossible for students to make informed decisions about the interrelated educational, scientific, and social issues that will confront them in the future. Intended for science teachers, teacher educators, researchers, and administrators, this volume is concerned with the innovative research that is reforming how science is learned in schools. The chapters provide overviews of current research and illustrate how the findings of this research are being applied in schools. This research-based knowledge is essential for effective science instruction. The contributors are leading authorities in science education and their chapters draw clear connections among research, theory, and classroom practice. They provide excellent examples from science classes in which their research has reformed practice. This book will help educators develop the scientific literacy of students. It bridges the gap between cutting-edge research and classroom practice to provide educators with the knowledge they need to foster students' scientific literacy.
Categories: Education

Teaching and Learning of Physics in Cultural Contexts

Teaching and Learning of Physics in Cultural Contexts

Philosophy of science, cognitive psychology, and educational theory and practice (pp. 147-176). Albany, NY: SUNY Press, 1992. D. Stipek, Motivation to learn ...

Author: Yunebae Park

Publisher: World Scientific

ISBN: 9789812387660

Category: Education

Page: 472

View: 921

The aims of the International Conference on Physics Education in Cultural Contexts were to explore ways towards convergent and divergent physics learning beyond school boundaries, improve physics education through the use of traditional and modern cultural contexts, and exchange research and experience in physics education between different cultures.A total of 45 papers have been selected for this volume. The material is divided into three parts: Context and History, Conceptual Changes, and Media.The proceedings have been selected for coverage in: ? Index to Scientific & Technical Proceedings (ISTP CDROM version / ISI Proceedings)? Index to Social Sciences & Humanities Proceedings? (ISSHP? / ISI Proceedings)? Index to Social Sciences & Humanities Proceedings (ISSHP CDROM version / ISI Proceedings)? CC Proceedings ? Engineering & Physical Sciences
Categories: Education

Teaching and Learning of Physics in Cultural Contexts

Teaching and Learning of Physics in Cultural Contexts

Philosophy of science, cognitive psychology, and educational theory and practice (pp. 147-176). Albany, NY: SUNY Press, 1992. D. Stipek, Motivation to learn ...

Author: Yunebae Park

Publisher: World Scientific

ISBN: 9789814483162

Category: Education

Page: 492

View: 641

' The aims of the International Conference on Physics Education in Cultural Contexts were to explore ways towards convergent and divergent physics learning beyond school boundaries, improve physics education through the use of traditional and modern cultural contexts, and exchange research and experience in physics education between different cultures. A total of 45 papers have been selected for this volume. The material is divided into three parts: Context and History, Conceptual Changes, and Media. The proceedings have been selected for coverage in: • Index to Scientific & Technical Proceedings (ISTP CDROM version / ISI Proceedings) • Index to Social Sciences & Humanities Proceedings® (ISSHP® / ISI Proceedings) • Index to Social Sciences & Humanities Proceedings (ISSHP CDROM version / ISI Proceedings) • CC Proceedings — Engineering & Physical Sciences Contents:Context and History:Physics, Technology and Society (J Solomon)Physics for the Lay Student (L W Trowbridge)Cross-Border Quality Assessment in Physics (G Tibell)Analysis of Factors Related to Career Choice in Science (J Yoon & S-J Pak)Conceptual Change:How Do Students Understand Environmental Issues in Relation to Physics? (I Tokuya et al.)Study of Students' Cognitive Process for Line Graphs (T Kim et al.)Development of Course on Practice of Cognitive Conflict Strategy for Physics Teachers (H Choi et al.)Development of Teaching Materials Focused on Sequential Concepts: Case of Electromotive Force and Voltage Drop (D Kim et al.)Media:Taking the Physics Classroom Into the World (C J Chiaverina)Teaching Physics and the Arts (T D Rossing)Measurement of Wavelength Using CCD Camera (H Lee et al.)Science Friction (A Kazachkov et al.)and other papers Readership: Graduate students, academics and researchers in education, physics and the history of science. Keywords:Physics Education;Cultural Context;Comparative Education;Conceptual Change;Educational Media;Students'' Conception;Physics History'
Categories: Education

Second International Handbook of Science Education

Second International Handbook of Science Education

In R. Duschl & R. Hamilton (Eds.), Philosophy of science, cognitive psychology and educational theory and practice (pp. 19–47). Albany, NY: SUNY Press.

Author: Barry Fraser

Publisher: Springer Science & Business Media

ISBN: 9781402090400

Category: Science

Page: 1564

View: 445

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.
Categories: Science