Authentic School Science

Knowing and Learning in Open-Inquiry Science Laboratories

Nonfiction, Science & Nature, Science, Other Sciences, Study & Teaching, Religion & Spirituality, Philosophy, Epistemology, Reference & Language, Education & Teaching
Cover of the book Authentic School Science by Wolff-Michael Roth, Springer Netherlands
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Author: Wolff-Michael Roth ISBN: 9789401104951
Publisher: Springer Netherlands Publication: December 6, 2012
Imprint: Springer Language: English
Author: Wolff-Michael Roth
ISBN: 9789401104951
Publisher: Springer Netherlands
Publication: December 6, 2012
Imprint: Springer
Language: English

According to John Dewey, Seymour Papert, Donald Schon, and Allan Collins, school activities, to be authentic, need to share key features with those worlds about which they teach. This book documents learning and teaching in open-inquiry learning environments, designed with the precepts of these educational thinkers in mind. The book is thus a first-hand report of knowing and learning by individuals and groups in complex open-inquiry learning environments in science. As such, it contributes to the emerging literature in this field.
Secondly, it exemplifies research methods for studying such complex learning environments. The reader is thus encouraged not only to take the research findings as such, but to reflect on the process of arriving at these findings.
Finally, the book is also an example of knowledge constructed by a teacher-researcher, and thus a model for teacher-researcher activity.

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According to John Dewey, Seymour Papert, Donald Schon, and Allan Collins, school activities, to be authentic, need to share key features with those worlds about which they teach. This book documents learning and teaching in open-inquiry learning environments, designed with the precepts of these educational thinkers in mind. The book is thus a first-hand report of knowing and learning by individuals and groups in complex open-inquiry learning environments in science. As such, it contributes to the emerging literature in this field.
Secondly, it exemplifies research methods for studying such complex learning environments. The reader is thus encouraged not only to take the research findings as such, but to reflect on the process of arriving at these findings.
Finally, the book is also an example of knowledge constructed by a teacher-researcher, and thus a model for teacher-researcher activity.

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