There 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.

This collection examines issues of agency, power, politics and identity as they relate to science and technology and education, within contemporary settings. Social, economic and ecological critique and reform are examined by numerous contributing authors, from a range of international contexts. These chapters examine pressing pedagogical questions within socio-scientific contexts, including petroleum economies, food justice, health, environmentalism, climate change, social media and biotechnologies.
Readers will discover far reaching inquiries into activism as an open question for science and technology education, citizenship and democracy. The authors call on the work of prominent scholars throughout the ages, including Bourdieu, Foucault, Giroux, Jasanoff, Kierkegaard, Marx, Nietzsche, Rancie re and i ek.
The application of critical theoretical scholarship to mainstream practices in science and technology education distinguishes this book, and this deep, theoretical treatment is complemented by many grounded, more pragmatic exemplars of activist pedagogies. Practical examples are set within the public sphere, within selected new social movements, and also within more formal institutional settings, including elementary and secondary schools, and higher education.
These assembled discussions provide a basis for a more radically reflexive reworking of science and technology education. Educational policy makers, science education scholars, and science and technology educators, amongst others, will find this work thought-provoking, instructive and informative."

""I read lots of books in which science education researchers tell science teachers how to teach. This book, refreshingly, is written the other way round.. We read a number of accounts by outstanding science and technology teachers of how they use new approaches to teaching to motivate their students and maximise their learning. These accounts are then followed by some excellent. analyses from leading academics. I learnt a lot from reading this book.,"
. Professor Michael Reiss, Institute of Education, University of London.

. "Provides an important new twist on one of the enduring problems of case-based learning... This is a book that deserves careful reading and re-reading, threading back and forwards from the immediate and practical images of excellence in the teachers cases to the comprehensive and. scholarly analyses in the researchers thematic chapters."
. Professor William Louden, Edith Cowan University, Australia,"

. Through a celebration of teaching and research, this book explores exemplary practice in science education and fuses educational theory and classroom practice in. unique ways.

. "Analysing Exemplary Science Teaching" brings together twelve academics, ten innovative. teachers and three exceptional students in a conversation about teaching and learning.. Teachers and students describe some of their most noteworthy classroom practice, . whilst scholars of international standing use educational theory to discuss, define and. analyse the documented classroom practice..

Classroom experiences are directly linked with theory by a series of annotated. comments. This distinctive web-like structure enables the reader to actively move. between practice andtheory, reading about classroom innovation and then theorizing. about the basis and potential of this teaching approach..

Providing an international perspective, the special lessons described and analysed are. drawn from middle and secondary schools in the UK, Canada and Australia. This book. is an invaluable resource for preservice and inservice teacher education, as well as for. graduate studies. It is of interest to a broad spectrum of individuals, including training. teachers, teachers, researchers, administrators and curriculum coordinators in science. and technology education..