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Cultural, Social, and Political Perspectives in Science Education : A Nordic View.

By: Contributor(s): Material type: TextSeries: Publisher: Cham : Springer International Publishing AG, 2017Copyright date: ©2018Edition: 1st edDescription: 1 online resource (211 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9783319611914
Subject(s): Genre/Form: DDC classification:
  • 507.1
Online resources:
Contents:
Intro -- Contents -- Chapter 1: Introduction -- 1.1 Our Intentions -- 1.2 Emergence of a Community of Critical Reflective Researchers -- 1.3 Organisation of the Book -- References -- Chapter 2: Becoming of a Book -- Chapter 3: In-Between Chapter: The Culture of School Science Inquiry Put Under the Microscope -- References -- Chapter 4: Education Extended: A Sociomaterialist Perspective on Science Education -- 4.1 Seeking New Perspectives -- 4.2 Assemblages of Actors -- 4.3 Silent Objects -- 4.3.1 Understanding School Science Culture -- 4.4 Figuring Authenticity -- 4.5 Figuring Ambiguities -- 4.6 Things and Thinking: An Extended Education -- References -- Chapter 5: The School Science Lab: Hybrid Space and the Production of School Science -- 5.1 Introduction -- 5.2 Social Spaces: Their Organisation and Function -- 5.2.1 Classrooms: Function(s), Organisation and Practices -- 5.2.2 The Professional Science Lab: Function(s), Organisation and Practices -- 5.2.3 Hybridity of School Science Labs -- 5.3 Material and Method -- 5.4 The School Science Lab and Science Practices -- 5.4.1 The Science Lab -- 5.4.2 Science Practices -- 5.4.2.1 The Context of Activity -- 5.4.2.2 Activity Location: By the Desks -- 5.4.3 Activity Location: By the Fume Cupboard -- 5.5 Hybrid Space and the Production of School Science -- References -- Chapter 6: The Inquiry of the Cyclops: Dewey's Scientific Inquiry Revisited -- 6.1 A Brief Diagnosis of Scientific Inquiry -- 6.2 The Dogmatic Image of Thought Related to Scientific Inquiry -- 6.3 The Inquiring 'Cyclops' -- 6.4 Scientific Inquiry Revisited Through Spinoza and Deleuze -- 6.5 Dewey's Theory of Scientific Inquiry [The Patient Zero]: A Realignment -- 6.6 Inquiry as Something Different and Above Methods and Methodology -- 6.7 Dewey's Matrix of Inquiry -- 6.8 Dewey's Relation Between Logic and Inquiry.
6.9 The End of Inquiry in a Particular Type of Judgement -- 6.10 Dewey's Judgement Versus Spinoza's Understanding -- 6.11 Dewey's Inquiry Revisited in the Cyclops -- 6.12 Science Education and the New Revisited Scientific Inquiry -- References -- Chapter 7: In-Between Chapter: The Political in Science Education -- 7.1 Why is the Political Perspective Important in Science Education? -- References -- Chapter 8: Political Rationalities in Science Education: A Case Study of Teaching Materials Provided by External Actors -- 8.1 Introduction -- 8.2 Theoretical Framework -- 8.3 Method and Outline -- 8.4 "My Climate Footprint" by E.ON -- 8.4.1 Questions and Categories -- 8.4.2 Numbers and Illustrations -- 8.5 WWF Ecological Footprint Calculator -- 8.5.1 Questions and Categories -- 8.5.2 Numbers and Illustrations -- 8.6 Governing Technologies of Bookkeeping, Debt and Guilt -- 8.7 Neoliberal Rationality Through External Actors -- References -- Chapter 9: What's in It for Me?: How Does a Professional Development Programme Meet Science Teachers' Career Expectations? -- 9.1 Background -- 9.2 First Act: Characterising How to Model Participating Teachers' Anticipated Foreground in a PDP -- 9.2.1 Research Context and the QUEST Rhythm -- 9.2.2 Findings from the Questionnaire and the Interviews -- 9.2.3 Alignment of Expectations and QUEST Aims -- 9.2.4 Assuming Different Roles in a Learning Community -- 9.2.5 The Relation Between Teachers' Autonomy and the Intended Ideal of the QUEST PDP -- 9.2.6 The Significance of Collaboration and Networking -- 9.3 Second Act: Significance of Teachers' Career Expectations for Their Participation in PDP -- 9.3.1 Poul, 30 Years Old, 4 Years of Teaching Experience: Participating Science Teacher from Dandelion Municipality -- 9.3.2 Birger, 47 Years Old, 13 Years as a Teacher: Participating Science Teacher from Daisy Municipality.
9.3.3 Karl, 33 Years Old, 7 Years as a Teacher: Participating Science Teacher from Marigold Municipality -- 9.3.4 Laila, 51 Years Old, 21 Years as a Teacher: Participating Science Teacher from Daffodil Municipality -- 9.3.5 Diversity in Foregrounds -- 9.4 Third Act: Discussion -- 9.5 Conclusion -- References -- Chapter 10: Enacting Citizenship in Ordinary School Science Through Deliberative Communication -- 10.1 Introduction -- 10.2 Science Education, Citizenship and Deliberative Communication -- 10.3 Deliberative Communication -- 10.4 Context and Method -- 10.5 Deliberative Communication During Practical Work -- 10.5.1 Challenging Views and Making Space for Different Arguments -- 10.5.2 Tolerance and Respect -- 10.5.3 Collective Will-Formation: Decisions -- 10.5.4 Traditional Perceptions and Authorities Can Be Questioned -- 10.5.5 Students' Opportunities for Deliberate Communication Without Teacher's Control -- 10.6 Discussion -- References -- Chapter 11: In-Between Chapter: Troubling the Social - Entanglement, Agency, and the Body in Science Education -- 11.1 What Is the Social that We Trouble? -- 11.2 A Socio-material Approach -- 11.3 The Material Body in Science Education and Research -- 11.4 Disclosure of the Social from a Post-humanist Stance -- References -- Chapter 12: Towards an Understanding of Diffractive Readings of Narratives in the Field of Science Education -- 12.1 Introduction -- 12.2 Challenging Objectivity and Cartesian Thought -- 12.3 Theoretical Tools -- 12.3.1 Diffractive Materialistic Reading -- 12.3.2 Cyborg Theory -- 12.4 Working with Agential Cuts -- 12.4.1 About Us -- 12.5 Procedures -- 12.6 Results of the Diffractive Reading: What Connections, Interferences and Sensations Emerge, or are Evoked, in Our Readings -- 12.7 Theoretical Associations -- 12.8 Ethical Dimensions -- References.
Chapter 13: Troubling Norms and Values in Science Teaching Through Students' Subject Positions Using Feminist Figurations -- 13.1 Background -- 13.2 Aim and Research Questions -- 13.3 Theoretical Background -- 13.4 Interpretive Framework -- 13.4.1 Feminist Figurations -- 13.4.2 Apparatus of Bodily Productions -- 13.5 Method -- 13.6 Empirics -- 13.7 Results and Descriptions of the Derived Subject Positions -- 13.8 Feminist Figurations and a Possible Common Educational Vision -- 13.8.1 Feminist Figurations Based on Students' Subject Positions -- 13.8.2 The Critical Side of Figurations Leads to the Vision of a Different Chemistry Teaching -- 13.9 Some Final Thoughts -- References -- Chapter 14: Sensory Science Education -- 14.1 Introduction -- 14.2 The Sensory Trap: Seeing, Hearing, Touching and Tasting Science -- 14.3 Pedagogical Approaches to Experiencing the Materialized World -- 14.4 Utilizing Sensory Methodologies -- 14.5 Examples of Sensory Classroom Experiences -- 14.5.1 Feeling the Temperature of the Water -- 14.5.2 Augmented Reality - Observing the Sun and the Moon: Virtuality Versus Reality -- 14.5.3 Touching the Cork: Experiencing Materiality and Why Frustration Can Be Good -- 14.6 Putting Forward Sensory Pedagogies for Science Education -- 14.7 In Conclusion -- References -- Chapter 15: Troubling Science Education and Imagining Possibilities for Transformation: An Afterword -- 15.1 Diverse Perspectives on Science Education -- 15.2 On Troubling and Being Troubled: What Does 'Troubling' Give to Our Field? -- 15.3 Theories and Contingencies: How Can We Move Towards Transformation? -- 15.4 Locally Contextualized, Yet Globally Relevant: How Can the Two Be Bridged? -- 15.5 In Closing -- References -- Index.
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Intro -- Contents -- Chapter 1: Introduction -- 1.1 Our Intentions -- 1.2 Emergence of a Community of Critical Reflective Researchers -- 1.3 Organisation of the Book -- References -- Chapter 2: Becoming of a Book -- Chapter 3: In-Between Chapter: The Culture of School Science Inquiry Put Under the Microscope -- References -- Chapter 4: Education Extended: A Sociomaterialist Perspective on Science Education -- 4.1 Seeking New Perspectives -- 4.2 Assemblages of Actors -- 4.3 Silent Objects -- 4.3.1 Understanding School Science Culture -- 4.4 Figuring Authenticity -- 4.5 Figuring Ambiguities -- 4.6 Things and Thinking: An Extended Education -- References -- Chapter 5: The School Science Lab: Hybrid Space and the Production of School Science -- 5.1 Introduction -- 5.2 Social Spaces: Their Organisation and Function -- 5.2.1 Classrooms: Function(s), Organisation and Practices -- 5.2.2 The Professional Science Lab: Function(s), Organisation and Practices -- 5.2.3 Hybridity of School Science Labs -- 5.3 Material and Method -- 5.4 The School Science Lab and Science Practices -- 5.4.1 The Science Lab -- 5.4.2 Science Practices -- 5.4.2.1 The Context of Activity -- 5.4.2.2 Activity Location: By the Desks -- 5.4.3 Activity Location: By the Fume Cupboard -- 5.5 Hybrid Space and the Production of School Science -- References -- Chapter 6: The Inquiry of the Cyclops: Dewey's Scientific Inquiry Revisited -- 6.1 A Brief Diagnosis of Scientific Inquiry -- 6.2 The Dogmatic Image of Thought Related to Scientific Inquiry -- 6.3 The Inquiring 'Cyclops' -- 6.4 Scientific Inquiry Revisited Through Spinoza and Deleuze -- 6.5 Dewey's Theory of Scientific Inquiry [The Patient Zero]: A Realignment -- 6.6 Inquiry as Something Different and Above Methods and Methodology -- 6.7 Dewey's Matrix of Inquiry -- 6.8 Dewey's Relation Between Logic and Inquiry.

6.9 The End of Inquiry in a Particular Type of Judgement -- 6.10 Dewey's Judgement Versus Spinoza's Understanding -- 6.11 Dewey's Inquiry Revisited in the Cyclops -- 6.12 Science Education and the New Revisited Scientific Inquiry -- References -- Chapter 7: In-Between Chapter: The Political in Science Education -- 7.1 Why is the Political Perspective Important in Science Education? -- References -- Chapter 8: Political Rationalities in Science Education: A Case Study of Teaching Materials Provided by External Actors -- 8.1 Introduction -- 8.2 Theoretical Framework -- 8.3 Method and Outline -- 8.4 "My Climate Footprint" by E.ON -- 8.4.1 Questions and Categories -- 8.4.2 Numbers and Illustrations -- 8.5 WWF Ecological Footprint Calculator -- 8.5.1 Questions and Categories -- 8.5.2 Numbers and Illustrations -- 8.6 Governing Technologies of Bookkeeping, Debt and Guilt -- 8.7 Neoliberal Rationality Through External Actors -- References -- Chapter 9: What's in It for Me?: How Does a Professional Development Programme Meet Science Teachers' Career Expectations? -- 9.1 Background -- 9.2 First Act: Characterising How to Model Participating Teachers' Anticipated Foreground in a PDP -- 9.2.1 Research Context and the QUEST Rhythm -- 9.2.2 Findings from the Questionnaire and the Interviews -- 9.2.3 Alignment of Expectations and QUEST Aims -- 9.2.4 Assuming Different Roles in a Learning Community -- 9.2.5 The Relation Between Teachers' Autonomy and the Intended Ideal of the QUEST PDP -- 9.2.6 The Significance of Collaboration and Networking -- 9.3 Second Act: Significance of Teachers' Career Expectations for Their Participation in PDP -- 9.3.1 Poul, 30 Years Old, 4 Years of Teaching Experience: Participating Science Teacher from Dandelion Municipality -- 9.3.2 Birger, 47 Years Old, 13 Years as a Teacher: Participating Science Teacher from Daisy Municipality.

9.3.3 Karl, 33 Years Old, 7 Years as a Teacher: Participating Science Teacher from Marigold Municipality -- 9.3.4 Laila, 51 Years Old, 21 Years as a Teacher: Participating Science Teacher from Daffodil Municipality -- 9.3.5 Diversity in Foregrounds -- 9.4 Third Act: Discussion -- 9.5 Conclusion -- References -- Chapter 10: Enacting Citizenship in Ordinary School Science Through Deliberative Communication -- 10.1 Introduction -- 10.2 Science Education, Citizenship and Deliberative Communication -- 10.3 Deliberative Communication -- 10.4 Context and Method -- 10.5 Deliberative Communication During Practical Work -- 10.5.1 Challenging Views and Making Space for Different Arguments -- 10.5.2 Tolerance and Respect -- 10.5.3 Collective Will-Formation: Decisions -- 10.5.4 Traditional Perceptions and Authorities Can Be Questioned -- 10.5.5 Students' Opportunities for Deliberate Communication Without Teacher's Control -- 10.6 Discussion -- References -- Chapter 11: In-Between Chapter: Troubling the Social - Entanglement, Agency, and the Body in Science Education -- 11.1 What Is the Social that We Trouble? -- 11.2 A Socio-material Approach -- 11.3 The Material Body in Science Education and Research -- 11.4 Disclosure of the Social from a Post-humanist Stance -- References -- Chapter 12: Towards an Understanding of Diffractive Readings of Narratives in the Field of Science Education -- 12.1 Introduction -- 12.2 Challenging Objectivity and Cartesian Thought -- 12.3 Theoretical Tools -- 12.3.1 Diffractive Materialistic Reading -- 12.3.2 Cyborg Theory -- 12.4 Working with Agential Cuts -- 12.4.1 About Us -- 12.5 Procedures -- 12.6 Results of the Diffractive Reading: What Connections, Interferences and Sensations Emerge, or are Evoked, in Our Readings -- 12.7 Theoretical Associations -- 12.8 Ethical Dimensions -- References.

Chapter 13: Troubling Norms and Values in Science Teaching Through Students' Subject Positions Using Feminist Figurations -- 13.1 Background -- 13.2 Aim and Research Questions -- 13.3 Theoretical Background -- 13.4 Interpretive Framework -- 13.4.1 Feminist Figurations -- 13.4.2 Apparatus of Bodily Productions -- 13.5 Method -- 13.6 Empirics -- 13.7 Results and Descriptions of the Derived Subject Positions -- 13.8 Feminist Figurations and a Possible Common Educational Vision -- 13.8.1 Feminist Figurations Based on Students' Subject Positions -- 13.8.2 The Critical Side of Figurations Leads to the Vision of a Different Chemistry Teaching -- 13.9 Some Final Thoughts -- References -- Chapter 14: Sensory Science Education -- 14.1 Introduction -- 14.2 The Sensory Trap: Seeing, Hearing, Touching and Tasting Science -- 14.3 Pedagogical Approaches to Experiencing the Materialized World -- 14.4 Utilizing Sensory Methodologies -- 14.5 Examples of Sensory Classroom Experiences -- 14.5.1 Feeling the Temperature of the Water -- 14.5.2 Augmented Reality - Observing the Sun and the Moon: Virtuality Versus Reality -- 14.5.3 Touching the Cork: Experiencing Materiality and Why Frustration Can Be Good -- 14.6 Putting Forward Sensory Pedagogies for Science Education -- 14.7 In Conclusion -- References -- Chapter 15: Troubling Science Education and Imagining Possibilities for Transformation: An Afterword -- 15.1 Diverse Perspectives on Science Education -- 15.2 On Troubling and Being Troubled: What Does 'Troubling' Give to Our Field? -- 15.3 Theories and Contingencies: How Can We Move Towards Transformation? -- 15.4 Locally Contextualized, Yet Globally Relevant: How Can the Two Be Bridged? -- 15.5 In Closing -- References -- Index.

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