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Being and Becoming Scientists Today

The authors provide teachers with an approach to foster and answer these questions by concentrating on learners and learning. They argue that students are typically taught from a disciplinary perspective of science. Using this lens students are viewed as people who need to learn a particular canon of information, methods, and ways of knowing about the world—a perspective that may be useful for practicing scientists, but not ideal for young learners. In this disciplinary approach to science education there is little room for development as a scientist. In contrast, the approach championed by Kirch and Amoroso places learner questions about the world at the forefront of teaching and learning and treats science as a system of human activity.

The historical explorations, theoretical insights and practical advice presented here are appropriate for all ages and educational settings. In Being and Becoming Scientists Today, the authors provide: new tools for thinking about science, ideas for how to reveal the multiple stories of knowledge production to learners, and approaches to teaching science as a collective process rather than a series of contributions made by (famous) individuals. In these ways, the authors promote the idea that all science learners contribute to the science in our lives."

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Detail Information
Series Title
-
Call Number
370
Publisher
: .,
Collation
XVI, 234
Language
English
ISBN/ISSN
978-94-6300-349-0
Classification
370
Content Type
text
Media Type
computer
Carrier Type
online resource
Edition
-
Subject(s)
Education
Specific Detail Info
-
Statement of Responsibility
Other Information
Cataloger
ratna
Source
https://link.springer.com/book/10.1007/978-94-6300-349-0
Validator
-
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