Defining an Identity
The Evolution of Science Education as a Field of Research
Nonfiction, Science & Nature, Science, Other Sciences, Study & Teaching, Reference & Language, Education & Teaching, Teaching, Teaching Methods
| Author: | P.J. Fensham | ISBN: | 9789401001755 |
| Publisher: | Springer Netherlands | Publication: | December 6, 2012 |
| Imprint: | Springer | Language: | English |
| Author: | P.J. Fensham |
| ISBN: | 9789401001755 |
| Publisher: | Springer Netherlands |
| Publication: | December 6, 2012 |
| Imprint: | Springer |
| Language: | English |
Research in science education is now an international activity. This book asks for the first time, Does this research activity have an identity?
-It uses the significant studies of more than 75 researchers in 15 countries to see to what extent they provide evidence for an identity as a distinctive field of research.
-It considers trends in the research over time, and looks particularly at what progression in the research entails.
-It provides insight into how researchers influence each other and how involvement in research affects the being of the researcher as a person.
-It addresses the relation between research and practice in a manner that sees teaching and learning in the science classroom as interdependent with national policies and curriculum traditions about science.
It gives graduate students and other early researchers an unusual overview of their research area as a whole. Established researchers will be interested in, and challenged by, the identity the author ascribes to the research and by the plea he makes for the science content itself to be seen as problematic.
Research in science education is now an international activity. This book asks for the first time, Does this research activity have an identity?
-It uses the significant studies of more than 75 researchers in 15 countries to see to what extent they provide evidence for an identity as a distinctive field of research.
-It considers trends in the research over time, and looks particularly at what progression in the research entails.
-It provides insight into how researchers influence each other and how involvement in research affects the being of the researcher as a person.
-It addresses the relation between research and practice in a manner that sees teaching and learning in the science classroom as interdependent with national policies and curriculum traditions about science.
It gives graduate students and other early researchers an unusual overview of their research area as a whole. Established researchers will be interested in, and challenged by, the identity the author ascribes to the research and by the plea he makes for the science content itself to be seen as problematic.
