skip to content
Exploration and meaning making in the learning of science Preview this item
ClosePreview this item
Checking...

Exploration and meaning making in the learning of science

Author: Bernard Zubrowski
Publisher: Dordrecht ; New York : Springer, ©2009.
Series: Innovations in science education and technology, v. 18.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
Presents a broad rationale for various pedagogical practices associated with the teaching of science. This book offers an alternative paradigm that gives more attention to the motivation of students and assigns an essential role for student input. It summarizes the author's thinking about curriculum design and direct work with students.
Rating:

(not yet rated) 0 with reviews - Be the first.

Subjects
More like this

Find a copy in the library

&AllPage.SpinnerRetrieving; Finding libraries that hold this item...

Details

Genre/Form: Electronic books
Additional Physical Format: Print version:
Zubrowski, Bernard.
Exploration and meaning making in the learning of science.
Dordrecht ; New York : Springer, ©2009
(DLC) 2009929355
(OCoLC)320198625
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Bernard Zubrowski
ISBN: 9789048124961 9048124964 1283072688 9781283072687
OCLC Number: 458562942
Language Note: English.
Description: 1 online resource (xii, 343 pages) : illustrations.
Contents: Cover13; --
Acknowledgments --
Contents --
Introduction --
Mountaineers, Rock Climbers, and Science Educators --
The Need for a Holistic Approach to Science Education --
Truncated Inquiry --
Aesthetics, Play, and Metaphor --
Technology in Addition to Nature --
Practical Background --
Structure of the Book --
Terminology --
Guided Inquiry --
Genetic Curriculum --
Phenomenon --
Holistic Versus Humanistic --
References --
Chapter 1 --
Characteristics of a Genetic Approach to Curriculum Design --
Mobiles and Balancing Toys --
The First Activity --
The Second Activity --
The Third Activity --
The Second Part 8211; Balancing Objects Horizontally --
The Overall Scheme of These Activities --
Psychological Movements --
Pedagogical Practices --
Contextualizing the Object of Study --
Archetypical Phenomena and Technological Artifacts --
Multisensory Engagement --
Empathy --
Aesthetics --
Exploration and Play --
Models and Analogies --
Philosophical Framework --
Reference --
Chapter 2 --
A Pedagogical Model for Guided Inquiry --
Faraday and Maxwell 8211; Models for Extended Inquiry --
Multisensory Engagement --
Visualizations --
Explorations and Analogies --
Thought Experiments --
A Case Study in the Use of Analogies and Metaphors in Science --
Generative Metaphor --
The Use of Analogies and Science Pedagogy --
A Modified Pedagogical Model as a Developmental Progression --
Phases of Inquiry --
Exploratory Phase --
Data Gathering and Experimental Phase --
Meaning Making Phase --
Modeling Phase --
Extending the Inquiry with a Closely Related Phenomena --
Relationship to the Learning Cycle Model --
Cycles in Guided Inquiry --
Theoretical Rationale --
References --
Chapter 3 --
A Grade 18211;9 Curriculum Framework Composed of Archetypical Phenomena and Technological Artifacts --
Scenario #1 --
Concrete Images in Scientific Thinking --
Images as They are Related to Primary Processes and Paleologic Thinking --
Key Symbols in Scientific Thinking --
The Function of Key Symbols --
The Relationship Between Key Symbols, Root Metaphors, and Pedagogical Archetypes --
Affective Coherence in a Grades 18211;9 Science Curriculum Framework --
References --
Chapter 4 --
An Alternative Paradigm as a Basis for a Holistic Approach to Science Education --
Scenario #2 --
The Architect as One Model for Curriculum Design and Teaching --
Portoghesi and the 8220;Listening Architect8221; --
Curriculum Design and Teaching as a Dialectical Process: An Alternate Paradigm --
Engineering Versus Artist Paradigm --
The Alternative Paradigm and Constructivism --
Students Prior Knowledge and Conceptual Change --
Pedagogical Practices for a Constructivist Approach to Teaching Science --
Authenticity and Science Education --
A Holistic Approach to Science Education 8211; Meaning Making in the Broader Sense --
References --
Chapter 5 --
The Body Image and Feelings in Science Learning --
Scenario #3 --
The Body as Ultimate Image and Basis for Physical Intuition --
Embodied Cognition --
Body Image and Spatial Orientation --
References --
Chapter 6 --
Sensory Understanding --
Scenario #3 8211; Exploring with Siphon Bottles --
Alternative Pedagogical Practices in Science Teaching --
Scientific Imagination and the Role of Intuition --
T$3072.
Series Title: Innovations in science education and technology, v. 18.
Responsibility: Bernard Zubrowski.

Abstract:

This book offers an alternative paradigm for the teaching of science, one that gives more attention to the motivation of students and deems student input essential. Each chapter is introduced with a  Read more...

Reviews

User-contributed reviews
Retrieving GoodReads reviews...
Retrieving DOGObooks reviews...

Tags

Be the first.
Confirm this request

You may have already requested this item. Please select Ok if you would like to proceed with this request anyway.

Linked Data


Primary Entity

<http://www.worldcat.org/oclc/458562942> # Exploration and meaning making in the learning of science
    a schema:Book, schema:CreativeWork, schema:MediaObject ;
    library:oclcnum "458562942" ;
    library:placeOfPublication <http://experiment.worldcat.org/entity/work/data/317929726#Place/dordrecht> ; # Dordrecht
    library:placeOfPublication <http://dbpedia.org/resource/New_York_City> ; # New York
    library:placeOfPublication <http://id.loc.gov/vocabulary/countries/ne> ;
    schema:about <http://experiment.worldcat.org/entity/work/data/317929726#Topic/sciences_sociales> ; # Sciences sociales
    schema:about <http://experiment.worldcat.org/entity/work/data/317929726#Topic/sciences_humaines> ; # Sciences humaines
    schema:about <http://experiment.worldcat.org/entity/work/data/317929726#Topic/curriculumforschung> ; # Curriculumforschung
    schema:about <http://experiment.worldcat.org/entity/work/data/317929726#Topic/education> ; # Education
    schema:about <http://experiment.worldcat.org/entity/work/data/317929726#Topic/science_study_&_teaching> ; # SCIENCE--Study & Teaching
    schema:about <http://id.loc.gov/authorities/subjects/sh85118587> ; # Science--Study and teaching
    schema:about <http://dewey.info/class/507.1/e22/> ;
    schema:about <http://experiment.worldcat.org/entity/work/data/317929726#Topic/naturwissenschaften> ; # Naturwissenschaften
    schema:about <http://id.worldcat.org/fast/1108387> ; # Science--Study and teaching
    schema:bookFormat schema:EBook ;
    schema:copyrightYear "2009" ;
    schema:creator <http://viaf.org/viaf/62914269> ; # Bernard Zubrowski
    schema:datePublished "2009" ;
    schema:description "Cover13; -- Acknowledgments -- Contents -- Introduction -- Mountaineers, Rock Climbers, and Science Educators -- The Need for a Holistic Approach to Science Education -- Truncated Inquiry -- Aesthetics, Play, and Metaphor -- Technology in Addition to Nature -- Practical Background -- Structure of the Book -- Terminology -- Guided Inquiry -- Genetic Curriculum -- Phenomenon -- Holistic Versus Humanistic -- References -- Chapter 1 -- Characteristics of a Genetic Approach to Curriculum Design -- Mobiles and Balancing Toys -- The First Activity -- The Second Activity -- The Third Activity -- The Second Part 8211; Balancing Objects Horizontally -- The Overall Scheme of These Activities -- Psychological Movements -- Pedagogical Practices -- Contextualizing the Object of Study -- Archetypical Phenomena and Technological Artifacts -- Multisensory Engagement -- Empathy -- Aesthetics -- Exploration and Play -- Models and Analogies -- Philosophical Framework -- Reference -- Chapter 2 -- A Pedagogical Model for Guided Inquiry -- Faraday and Maxwell 8211; Models for Extended Inquiry -- Multisensory Engagement -- Visualizations -- Explorations and Analogies -- Thought Experiments -- A Case Study in the Use of Analogies and Metaphors in Science -- Generative Metaphor -- The Use of Analogies and Science Pedagogy -- A Modified Pedagogical Model as a Developmental Progression -- Phases of Inquiry -- Exploratory Phase -- Data Gathering and Experimental Phase -- Meaning Making Phase -- Modeling Phase -- Extending the Inquiry with a Closely Related Phenomena -- Relationship to the Learning Cycle Model -- Cycles in Guided Inquiry -- Theoretical Rationale -- References -- Chapter 3 -- A Grade 18211;9 Curriculum Framework Composed of Archetypical Phenomena and Technological Artifacts -- Scenario #1 -- Concrete Images in Scientific Thinking -- Images as They are Related to Primary Processes and Paleologic Thinking -- Key Symbols in Scientific Thinking -- The Function of Key Symbols -- The Relationship Between Key Symbols, Root Metaphors, and Pedagogical Archetypes -- Affective Coherence in a Grades 18211;9 Science Curriculum Framework -- References -- Chapter 4 -- An Alternative Paradigm as a Basis for a Holistic Approach to Science Education -- Scenario #2 -- The Architect as One Model for Curriculum Design and Teaching -- Portoghesi and the 8220;Listening Architect8221; -- Curriculum Design and Teaching as a Dialectical Process: An Alternate Paradigm -- Engineering Versus Artist Paradigm -- The Alternative Paradigm and Constructivism -- Students Prior Knowledge and Conceptual Change -- Pedagogical Practices for a Constructivist Approach to Teaching Science -- Authenticity and Science Education -- A Holistic Approach to Science Education 8211; Meaning Making in the Broader Sense -- References -- Chapter 5 -- The Body Image and Feelings in Science Learning -- Scenario #3 -- The Body as Ultimate Image and Basis for Physical Intuition -- Embodied Cognition -- Body Image and Spatial Orientation -- References -- Chapter 6 -- Sensory Understanding -- Scenario #3 8211; Exploring with Siphon Bottles -- Alternative Pedagogical Practices in Science Teaching -- Scientific Imagination and the Role of Intuition -- T$3072."@en ;
    schema:description "Presents a broad rationale for various pedagogical practices associated with the teaching of science. This book offers an alternative paradigm that gives more attention to the motivation of students and assigns an essential role for student input. It summarizes the author's thinking about curriculum design and direct work with students."@en ;
    schema:exampleOfWork <http://worldcat.org/entity/work/id/317929726> ;
    schema:genre "Electronic books"@en ;
    schema:inLanguage "en" ;
    schema:isPartOf <http://experiment.worldcat.org/entity/work/data/317929726#Series/innovations_in_science_education_and_technology> ; # Innovations in science education and technology ;
    schema:isSimilarTo <http://www.worldcat.org/oclc/320198625> ;
    schema:name "Exploration and meaning making in the learning of science"@en ;
    schema:productID "458562942" ;
    schema:publication <http://www.worldcat.org/title/-/oclc/458562942#PublicationEvent/dordrecht_new_york_springer_2009> ;
    schema:publisher <http://experiment.worldcat.org/entity/work/data/317929726#Agent/springer> ; # Springer
    schema:url <http://site.ebrary.com/id/10323249> ;
    schema:url <http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=292062> ;
    schema:url <http://www.myilibrary.com?id=307268> ;
    schema:url <http://www.myilibrary.com?id=307268&ref=toc> ;
    schema:url <http://dx.doi.org/10.1007/978-90-481-2496-1> ;
    schema:url <http://link.springer.com/openurl?genre=book&isbn=978-90-481-2495-4> ;
    schema:url <http://swbplus.bsz-bw.de/bsz430807740cov.htm> ;
    schema:url <http://link.springer.com/10.1007/978-90-481-2496-1> ;
    schema:url <https://link.springer.com/openurl?genre=book&isbn=978-90-481-2495-4> ;
    schema:url <http://public.eblib.com/choice/publicfullrecord.aspx?p=478220> ;
    schema:url <https://0-link-springer-com.pugwash.lib.warwick.ac.uk/10.1007/978-90-481-2496-1> ;
    schema:workExample <http://worldcat.org/isbn/9789048124961> ;
    schema:workExample <http://worldcat.org/isbn/9781283072687> ;
    schema:workExample <http://dx.doi.org/10.1007/978-90-481-2496-1> ;
    wdrs:describedby <http://www.worldcat.org/title/-/oclc/458562942> ;
    .


Related Entities

<http://dbpedia.org/resource/New_York_City> # New York
    a schema:Place ;
    schema:name "New York" ;
    .

<http://experiment.worldcat.org/entity/work/data/317929726#Series/innovations_in_science_education_and_technology> # Innovations in science education and technology ;
    a bgn:PublicationSeries ;
    schema:hasPart <http://www.worldcat.org/oclc/458562942> ; # Exploration and meaning making in the learning of science
    schema:name "Innovations in science education and technology ;" ;
    .

<http://experiment.worldcat.org/entity/work/data/317929726#Topic/curriculumforschung> # Curriculumforschung
    a schema:Intangible ;
    schema:name "Curriculumforschung"@en ;
    .

<http://experiment.worldcat.org/entity/work/data/317929726#Topic/naturwissenschaften> # Naturwissenschaften
    a schema:Intangible ;
    schema:name "Naturwissenschaften"@en ;
    .

<http://experiment.worldcat.org/entity/work/data/317929726#Topic/science_study_&_teaching> # SCIENCE--Study & Teaching
    a schema:Intangible ;
    schema:name "SCIENCE--Study & Teaching"@en ;
    .

<http://experiment.worldcat.org/entity/work/data/317929726#Topic/sciences_humaines> # Sciences humaines
    a schema:Intangible ;
    schema:name "Sciences humaines"@en ;
    .

<http://experiment.worldcat.org/entity/work/data/317929726#Topic/sciences_sociales> # Sciences sociales
    a schema:Intangible ;
    schema:name "Sciences sociales"@en ;
    .

<http://id.loc.gov/authorities/subjects/sh85118587> # Science--Study and teaching
    a schema:Intangible ;
    schema:name "Science--Study and teaching"@en ;
    .

<http://id.worldcat.org/fast/1108387> # Science--Study and teaching
    a schema:Intangible ;
    schema:name "Science--Study and teaching"@en ;
    .

<http://viaf.org/viaf/62914269> # Bernard Zubrowski
    a schema:Person ;
    schema:familyName "Zubrowski" ;
    schema:givenName "Bernard" ;
    schema:name "Bernard Zubrowski" ;
    .

<http://worldcat.org/isbn/9781283072687>
    a schema:ProductModel ;
    schema:isbn "1283072688" ;
    schema:isbn "9781283072687" ;
    .

<http://worldcat.org/isbn/9789048124961>
    a schema:ProductModel ;
    schema:isbn "9048124964" ;
    schema:isbn "9789048124961" ;
    .

<http://www.worldcat.org/oclc/320198625>
    a schema:CreativeWork ;
    rdfs:label "Exploration and meaning making in the learning of science." ;
    schema:description "Print version:" ;
    schema:isSimilarTo <http://www.worldcat.org/oclc/458562942> ; # Exploration and meaning making in the learning of science
    .


Content-negotiable representations

Close Window

Please sign in to WorldCat 

Don't have an account? You can easily create a free account.