| Authentic School Science: Knowing and Learning in Open-Inquiry Science Laboratories Softcover Repri Edition Contributor(s): Roth, Wolff-Michael (Author) |
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ISBN: 0792333071 ISBN-13: 9780792333074 Publisher: Springer OUR PRICE: $161.49 Product Type: Paperback - Other Formats Published: January 1995 Annotation: 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. |
| Additional Information |
| BISAC Categories: - Science | Study & Teaching - Education | Teaching Methods & Materials - Science & Technology - Philosophy | Epistemology |
| Dewey: 507.1 |
| LCCN: 94030832 |
| Series: Engineering Application of Fracture Mechanics |
| Physical Information: 0.67" H x 6.14" W x 9.21" (0.99 lbs) 296 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: 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. |