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Synopsis
Hodson (science education, U. of Toronto) discusses how the goal of critical scientific literacy can be achieved by all students through personalization. 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 act as facilitator, co-learner, and anthropologist. Later chapters describe how these theoretical arguments are translated into classroom practice through a coherent inquiry-oriented pedagogy, involving a more critical and wide-ranging use of hands-on and language-based learning than is usual on science education. Distributed by Taylor & Francis. Annotation c. by Book News, Inc., Portland, Or.
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About the Author
Derek Hodson has thirty years experience in science education. After ten years teaching science in secondary schools in England, Scotland and Wales, he spent eight years working in pre-service teacher education at the University of Manchester. In 1991, following six years teaching science education and curriculum theory at the University of Auckland, he was appointed Professor of Science Education at the Ontario Institute for Studies in Education, Toronto. He has very wide research interests, including innovative forms of teacher education, and has published extensively in science education journals in UK, United States, Canada, New Zealand and Australia.
Review
"...a well-produced and effectively edited examination of a wide range of issues concerned with children's acquisition of the fundamental concepts of number." - Mathematics in School "...the book includes plenty of clear suggestions for practical action in the classroom. The style of writing throughout is clear and accessible. This is the kind of book that gives educational research a good name...Don't be fooled by the comfortable familiarity of thetitle. This is a radical and influential book, that ought to be read and acted upon, and that will continue to be quoted and discussed for some time to come" - T.E.S. "This is an outstanding book...I strongly recommend this book both for its analysis ofearly years mathematics and for the originality of the suggestedclassroom activities. It is an essential resource for early years teachers, primary teachers and teachers of special educationalneeds throughout the age groups." - Equals "This book will be useful for making teachers reflect on and analyse both their practice and strategies and to question theirassumptions on children's competencies. It is suitable as a reference of other sources for teachers in training, academics and advisors." - Child Education
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