Theory and Methods for Sociocultural Research in Science and Engineering Education

1. Auflage 2019
ISBN: 978-0-8153-5192-4
Verlag: Routledge

Buch, Englisch, 298 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 438 g

Reihe: Teaching and Learning in Science Series

Introducing original methods for integrating sociocultural and discourse studies into science and engineering education, this book provides a much-needed framework for how to conduct qualitative research in this field. The three dimensions of learning identified in the Next Generation Science Standards (NGSS) create a need for research methods that examine the sociocultural components of science education. With cutting-edge studies and examples consistent with the NGSS, this book offers comprehensive research methods for integrating discourse and sociocultural practices in science and engineering education and provides key tools for applying this framework for students, pre-service teachers, scholars, and researchers.

Autoren/Hrsg.

Kelly, Gregory J.

Green, Judith L.

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)

Inhaltsverzeichnis

List of Figures List of Contributors Forward: Meeting Methodological Challenges 1. Framing Issues of theory and methods for the study of science and engineering education 2. Making science and gender in kindergarten 3. Multimodal analysis of decision making in elementary engineering 4. Translanguaging about socioscientific issues in middle school science 5. Learning through improvement from failure in elementary engineering design projects 6. An Interactional Ethnography Perspective to Analyze Informal Formative Assessments (IFAs) to Build Epistemic and Conceptual Coherence in Science Learning 7. Emotional discourse as constructed in environmental science 8. Discourse of professional pedagogical vision in teacher education 9. Analyzing the generative nature of science teachers’ professional development discourse 10. Commentary: Constructing transparency in designing and conducting multilayered research in science and engineering education: Potentials and challenges of ethnographically informed discourse-based methodologies 11. Commentary: Research methods for the advancement of possibility knowledge and practice in science and engineering education Appendix A: How we look at discourse: Definitions of sociolinguistic units

Über Autor(innen)

Gregory J. Kelly is Senior Associate Dean for Research, Outreach, and Technology and Distinguished Professor of Education in the College of Education at Pennsylvania State University, USA.

Judith L. Green is Professor Emeritus of Education at the University of California, Santa Barbara, USA.