Re/Constructing Elementary Science

Wolff-Michael Roth

ISBN 10: 0820452009 / ISBN 13: 9780820452005

Published by Peter Lang, Peter Lang, 2001

About this Item

Druck auf Anfrage Neuware - Printed after ordering - Re/Constructing Elementary Science seeks to improve the way science is taught in the elementary school. There are three main contradictions that make it difficult for teachers and students to engage in meaningful activities from which understandings result. The central issues in this book are framed in terms of three dichotomies that lead to tensions arising from the dialectic of opposing aspects of teaching and learning. First, there is a tension between learning as an individual process (cultural production) and as a cultural process (cultural reproduction). Second, there is a tension between science and technology (applied science). Finally, there exists a tension between children's interaction with nature and their language for describing and explaining nature. Exemplary case studies are featured that show the tremendous capabilities of elementary students to talk about technology and, in the process, to learn to talk science. These case studies are couched in an ongoing professional dialogue among the authors and the requirements to make such exemplary science happen in other classrooms.

Seller Inventory # 9780820452005

Bibliographic Details

• Title: Re/Constructing Elementary Science
• Publisher: Peter Lang, Peter Lang
• Publication Date: 2001
• Language: English
• ISBN 10: 0820452009
• ISBN 13: 9780820452005
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 230W x 160H x 19D millimeters 230 millimeters width by 160 millimeters height by 19 millimeters depth
• Weight: 522 grams

About this title

Synopsis

Re/Constructing Elementary Science seeks to improve the way science is taught in the elementary school. There are three main contradictions that make it difficult for teachers and students to engage in meaningful activities from which understandings result. The central issues in this book are framed in terms of three dichotomies that lead to tensions arising from the dialectic of opposing aspects of teaching and learning. First, there is a tension between learning as an individual process (cultural production) and as a cultural process (cultural reproduction). Second, there is a tension between science and technology (applied science). Finally, there exists a tension between children’s interaction with nature and their language for describing and explaining nature. Exemplary case studies are featured that show the tremendous capabilities of elementary students to talk about technology and, in the process, to learn to talk science. These case studies are couched in an ongoing professional dialogue among the authors and the requirements to make such exemplary science happen in other classrooms.

About the Author

The Authors: Wolff-Michael Roth is Lansdowne Professor of Applied Cognitive Science at the University of Victoria. His interests are broad and concern science and science learning in formal (elementary school to university) and informal settings (community activities, research laboratories). After leaving the high school level in 1992, he has continued to teach science at the elementary and middle school level.
Kenneth Tobin is Professor of Education at the University of Pennsylvania. His main research is concerned with the improvement of teaching and learning in urban schools. Committed to «walking the walk,» he coteaches with resident teachers in inner-city schools of Philadelphia.
Steve Ritchie is Senior Lecturer in Science Education at the James Cook University in Townsville, Queensland. His interests are in classroom research, where he works closely with teachers in order to assist them in the transformation of their practices.