Theory and Methods for Sociocultural Research in Science and Engineering Education (eBook, PDF)

Redaktion: Kelly, Gregory J.; Green, Judith L.

• Format: PDF

Produktbeschreibung

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.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 298
• Erscheinungstermin: 17. Dezember 2018
• Englisch
• ISBN-13: 9781351139915
• Artikelnr.: 56888669

Autorenporträt

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.

Inhaltsangabe

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