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BL
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| Record Number
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862578
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| Title & Author
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Theorizing the future of science education research /\ Vaughan Prain, Brian Hand, editors.
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| Publication Statement
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Cham, Switzerland :: Springer,, 2019.
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| Series Statement
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Contemporary trends and issues in science education,; volume 49
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| Page. NO
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1 online resource (vi, 196 pages) :: illustrations
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| ISBN
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3030240134
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: 3030240142
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: 3030240150
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: 9783030240134
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: 9783030240141
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: 9783030240158
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3030240126
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9783030240127
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| Contents
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Intro; Contents; Chapter 1: Introduction: Theorizing Future Research for the Science Classroom; 1.1 Interpreting Complexities; 1.2 Overview of Chapters; 1.3 Concluding Remarks; References; Part I: Mapping the Big Picture; Chapter 2: Merging Cognitive and Sociocultural Approaches: Toward Better Understandings of the Processes of Developing Thinking and Reasoning; 2.1 Introduction; 2.2 Developments in Science Education; 2.3 Barriers to Reconciling the Two Approaches; 2.4 The Problem of Transfer and Its Measurement; 2.5 Evidence for Successful Far Transfer
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2.6 Why Evidence for Far Transfer Is Important2.7 Looking to the Future; 2.8 Explaining Findings; 2.8.1 Effective Learning Techniques; 2.8.2 Mental Architecture; 2.8.3 Cognitive Neuroscience; 2.9 Conclusion; References; Chapter 3: Frameworks, Committed Testers, and Science as a Form of Life; 3.1 Introduction; 3.2 The Crisis; 3.3 A Theory About Science as a Form of Life; 3.4 Comparing Frameworks; 3.5 Clashing Frameworks; 3.6 Collective Intelligence; References; Chapter 4: Writers in Community Model: 15 Recommendations for Future Research in Using Writing to Promote Science Learning
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4.1 Does Writing Support Science Learning?4.2 Writers in Community Model: Implications for Writing and Learning in Science; 4.3 Writing Community; 4.4 Writers and Collaborators; 4.5 Promoting Writing Development; 4.6 Final Comments; References; Part II: Theorizing Aspects of Science Learning; Chapter 5: An Exploratory Neuroimaging Study of Argumentative and Summary Writing; 5.1 Educational Neuroscience and Neuropsychology; 5.2 Functional Near-Infrared Spectroscopy (fNIRS); 5.3 fNIRS as a Measure of Cognitive Dynamics; 5.4 Critical Thinking and Memory; 5.5 Writing in the Science Classroom
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5.6 Example Study5.7 Design; 5.8 Data Processing; 5.9 Statistical Analysis; 5.10 Characterizing the Complex Responses; 5.11 Discussion of Results; 5.12 Limitations and Potential Future Studies; 5.13 Conclusion; References; Chapter 6: Scientific Practices as an Actor-Network of Literacy Events: Forging a Convergence Between Disciplinary Literacy and Scientific Practices; 6.1 Introduction; 6.2 Science Education Research: Scientific Practices and Performances; 6.3 Literacy Research: Literacy Actions, Events, and Practices; 6.4 Actor-Network Theory: From STS to a General Ontology
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6.5 An Actor-Network of Literacy Events6.5.1 The Literacy Events; 6.5.2 The Actor-Network; 6.6 Conclusion; References; Chapter 7: Immersive Approaches to Science Argumentation and Literacy: What Does It Mean to "Live" the Languages of Science?; 7.1 Argument-Based Inquiry; 7.2 Emerging Studies; 7.3 Living the Language; 7.4 School Classrooms; 7.5 Philosophical Perspective; 7.6 Epistemic Cognition; 7.7 Transfer of Learning; 7.8 Science Writing Heuristic (SWH) Approach; 7.9 Results for SWH Approach; 7.10 Questions Going Forward; References
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| Abstract
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This book reviews the current state of theoretical accounts of the what and how of science learning in schools. The book starts out by presenting big-picture perspectives on key issues. In these first chapters, it focuses on the range of resources students need to acquire and refine to become successful learners. It examines meaningful learner purposes and processes for doing science, and structural supports to optimize cognitive engagement and success. Subsequent chapters address how particular purposes, resources and experiences can be conceptualized as the basis to understand current practices. They also show how future learning opportunities should be designed, lived and reviewed to promote student engagement/learning. Specific topics include insights from neuro-imaging, actor-network theory, the role of reasoning in claim-making for learning in science, and development of disciplinary literacies, including writing and multi-modal meaning-making. All together the book offers leads to science educators on theoretical perspectives that have yielded valuable insights into science learning. In addition, it proposes new agendas to guide future practices and research in this subject.
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| Subject
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Science-- Study and teaching-- Research.
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| Subject
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Science-- Study and teaching-- Research.
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| Dewey Classification
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507.1
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| LC Classification
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Q181
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| Added Entry
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Hand, Brian
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Prain, Vaughan
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