Contributing to the social justice agenda of redefining what
science is and what it means in the everyday lives of people, this
book
- introduces science educators to various dimensions of viewing
science and scientific literacy from the standpoint of the learner,
engaged with real everyday concerns within or outside school;
- develops a new form of scholarship based on the dialogic nature
of science as process and product; and
- achieves these two objectives in a readable but scholarly
way.
Opposing the tendency to teach and do research as if science,
science education, and scientific literacy could be imposed from
the outside, the authors want science education to be for people
rather than strictly about how knowledge gets into their heads.
Taking up the challenges of this orientation, science educators can
begin to make inroads into the currently widespread irrelevance of
science in the everyday lives of people. Utmost attention has been
given to making this book readable by the people from whose lives
the topics of the chapters emerge, all the while retaining academic
integrity and high-level scholarship.
Wolff Michael Roth has been awarded the Distinguished
Contributions Award by The National Association for Research in
Science Teaching, for his contributions to research in this
field.
He has also been elected to be the Fellow of the American
Association for Advancement of Science (AAAS) and Fellow of the
American Educational Research Association.
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