000 04436nam a22005775i 4500
001 978-1-4020-3808-2
003 DE-He213
005 20251006084500.0
007 cr nn 008mamaa
008 100301s2005 ne | s |||| 0|eng d
020 _a9781402038082
020 _a99781402038082
024 7 _a10.1007/1-4020-3808-9
_2doi
082 0 4 _a507.1
_223
100 1 _aCobern, William W.
_eeditor.
245 1 0 _aBeyond Cartesian Dualism
_h[electronic resource] :
_bEncountering Affect in the Teaching and Learning of Science /
_cedited by William W. Cobern, Ken Tobin, Henry Brown-Acquay, Mariona Espinet, Gurol Irzik, Olugbemiro Jegede, Lilia Reyes Herrera, Marrisa Rollnick, Svein Sjøberg, Hsiao-lin Tuan, Steve Alsop.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2005.
300 _aXV, 198p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aScience & Technology Education Library,
_x1572-5987 ;
_v29
505 0 _aBridging the Cartesian Divide: Science Education and Affect -- The Importance of Affect in Science Education -- Incalculable Precision: Psychoanalysis and the Measure of Emotion -- Attitudes Toward Science: A Review of the Field -- Empowered for Action? How Do Young People Relate to Environmental Challenges? -- The Shifting Roles of Acceptance and Dispositions in Understanding Biological Evolution -- Student Learning in Science Classrooms: What Role Does Motivation Play? -- Practical Work and the Affective Domain: What Do We Know, What Should We Ask, and What is Worth Exploring Further? -- Museums, Affect, and Cognition: The View from Another Window -- Emotions and Science Teaching: Present Research and Future Agendas -- Active Science for Child Refugees -- Orchestrating the Confluence: A Discussion of Science, Passion, and Poetry -- From Despair to Success: A Case Study of Support and Transformation in an Elementary Science Practicum -- Emotional Development, Science and Co-Education.
520 _aThere is surprisingly little known about affect in science education. Despite periodic forays into monitoring students' attitudes-toward-science, the effect of affect is too often overlooked. Beyond Cartesian Dualism gathers together contemporary theorizing in this axiomatic area. In fourteen chapters, senior scholars of international standing use their knowledge of the literature and empirical data to model the relationship between cognition and affect in science education. Their revealing discussions are grounded in a broad range of educational contexts including school classrooms, universities, science centres, travelling exhibits and refugee camps, and explore an array of far reaching questions. What is known about science teachers' and students' emotions? How do emotions mediate and moderate instruction? How might science education promote psychological resilience? How might educators engage affect as a way of challenging existing inequalities and practices? This book will be an invaluable resource for anybody interested in science education research and more generally in research on teaching, learning and affect. It offers educators and researchers a challenge, to recognize the mutually constitutive nature of cognition and affect.
650 0 _aEDUCATION.
650 0 _aSCIENCE
_xSTUDY AND TEACHING.
650 0 _aTEACHERS
_xTRAINING OF.
650 1 4 _aEDUCATION.
650 2 4 _aSCIENCE EDUCATION.
650 2 4 _aLEARNING & INSTRUCTION.
650 2 4 _aTEACHER EDUCATION.
700 1 _aTobin, Ken.
_eeditor.
700 1 _aBrown-Acquay, Henry.
_eeditor.
700 1 _aEspinet, Mariona.
_eeditor.
700 1 _aIrzik, Gurol.
_eeditor.
700 1 _aJegede, Olugbemiro.
_eeditor.
700 1 _aHerrera, Lilia Reyes.
_eeditor.
700 1 _aRollnick, Marrisa.
_eeditor.
700 1 _aSjøberg, Svein.
_eeditor.
700 1 _aTuan, Hsiao-lin.
_eeditor.
700 1 _aAlsop, Steve.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9781402038075
830 0 _aScience & Technology Education Library,
_x1572-5987 ;
_v29
856 4 0 _uhttp://dx.doi.org/10.1007/1-4020-3808-9
_zVer el texto completo en las instalaciones del CICY
912 _aZDB-2-SHU
942 _2ddc
_cER
999 _c60610
_d60610