Titlebook: Sociocultural Studies and Implications for Science Education; The experiential and Catherine Milne,Kenneth Tobin,Donna DeGennaro Book 2015

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Beyond the Actual: Exploring Constructs of Reality, Knowledge and Culture in Virtual Environmentsable to attend the actual site of a research meeting: the nature of reality in the virtual and the actual and the role of culture. I find notion of . (Ihde D, Bodies in technology. Electronic mediations, vol 5. University of Minnesota Press, Minneapolis, 2002) offers a way of thinking about how huma

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Equity, Ethics and Engagement: Principles for Quality Formative Assessment in Primary Science Classr acknowledges that knowing, learning and social relations entail each other. Combined these three principles seek to optimize the role classroom assessment can play in student identity development. I conclude with a discussion of the implications this broader conception of quality in assessment has for teachers and students.

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1879-7229 amples from virtual environments (e.g. Second Life).The chapters included in this book address two major questions: what are some of the methodological and theoretical issues in sociocultural research in urban education and science education and what sort of questions do technological and virtual co

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Video Selection and Microanalysis Approaches in Studies of Urban Science Educationover, through vignettes from an urban high school chemistry classroom, I argue that video microanalysis is crucial for developing better understandings of what happens during classroom interactions and for helping to build successful science learning communities.

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Conceptualizing Identity in Science Education Research: Theoretical and Methodological Issuesw identity is conceptualized and operationalized in this research. We suggest a heuristic model that could help researchers choose between different ways of theorizing identity and maintaining consistency in using this construct theoretically and methodologically.

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Heuristics for Mindfulness in Education and Beyonda heuristic as a low-grade intervention. In this chapter, I describe our hermeneutic approach to the development of a mindfulness heuristic. Included are three iterations of the heuristic and an account of how they evolved. I emphasize the flexibility and adaptability of heuristics, which make them easily applicable to various contexts.