Authentic School Science Knowing and Learning in Open-Inquiry Science Laboratories
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 educ...
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| Format: | eBook |
| Language: | English |
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Dordrecht
Springer Netherlands
1995, 1995
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| Edition: | 1st ed. 1995 |
| Series: | Contemporary Trends and Issues in Science Education
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| Subjects: | |
| Online Access: | |
| Collection: | Springer Book Archives -2004 - Collection details see MPG.ReNa |
Table of Contents:
- I. Background
- 1.1. Introduction
- I.2. General Theoretical Grounding
- I.3. Setting
- II. Individual and Collaborative Construction of Knowledge
- II. 1. Individual Construction of Knowledge
- II.2. Individual Constructions
- II.3. Learning as Situated Activity
- II.4. Collaborative Constructions
- II.5. Studies on Collaborative Concept Mapping
- II.6. Tools for Social Thinking
- III. Framing and Solving Problems
- III. 1. Overview of Problem-Solving Research
- III.2. Problem-Setting
- III.3. Teacher Effects in Problem Setting
- III.4. Finding Solutions
- III.5. Concrete Modes of Thinking
- IV. Interactions
- IV. 1. Characteristics of Student-Student Interactions
- IV.2. Interactional Processes
- IV.3. Structure of Interactions
- IV.4. Communities of Knowledge
- IV.5. A Framework for Teacher-Student Interactions
- IV.6. Aprrenticeship in Science Classrooms
- IV.7. Microanalyses of Cognitive Apprenticeship
- Conclusion
- Review of the Findings
- Rethinking Learning Environments
- Epilogue
- Credo
- Changing Practice