Science Education, Integral Inquiry, Transformation and Possibility

Autor/in	Stack, Sue
Titel	Science Education, Integral Inquiry, Transformation and Possibility
Quelle	In: Cultural Studies of Science Education, 8 (2013) 3, S.521-527 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-013-9525-4
Schlagwörter	Stellungnahme; Theories; Science Education; Educational Research; Research Methodology; Change; Autobiographies; Experience; Interviews + Suchen Sie Ihr Suchwort? Theory; Theorie; Naturwissenschaftliche Bildung; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Wandel; Autobiography; Autobiografie; Autobiographie; Erfahrung; Interviewing; Interviewtechnik
Abstract	This paper is written in response to Nancy Davis's article "Integral Methodological Pluralism in Science Education Research: Valuing Multiple Perspectives." I use Integral Theory as a framing for this response to explore how it might offer different perspectives and ways of inquiring into Nancy's paper. This process highlights the notion of integral inquiry as a potential for personal transformation. I give an autobiographical account of my own experience in utilising Integral Theory as part of my PhD and its impact on my own becoming. For another perspective I interview Nancy to draw out deeper shared meanings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10