Literaturnachweis - Detailanzeige
| Autor/in | Morin, Émilie |
|---|---|
| Titel | On the Importance of the Relationship to Knowledge in Science Education |
| Quelle | In: Cultural Studies of Science Education, 14 (2019) 3, S.621-625 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Morin, Émilie) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1871-1502 |
| DOI | 10.1007/s11422-018-9881-1 |
| Schlagwörter | Stellungnahme; Cultural Influences; Science Instruction; Climate; Teaching Methods; Transformative Learning; Constructivism (Learning); Knowledge Level |
| Abstract | This forum paper is a reflection about the paper written by Valérie Frède and illustrates how it influences my work as a Ph.D. student in education. It focuses mainly on the relationship to knowledge and the clash between student culture and Western science culture in classroom. In this forum paper, I will briefly explain why these two ideas seems important to me, and then use the example of climate education to illustrate why it is important to inform a socioconstructivist and transformative way of teaching in science classroom. It also contributes to assert the responsibility we have, as teachers or researchers, to value youth initial conceptions about consensual concepts like night-and-day cycle or more interdisciplinary or complex issue like climate change. [This paper addresses issues raised in Valérie Frède's "Comprehension of the Night and Day Cycle Among French and Cameroonian Children Aged 7-8 Years" (EJ1226677).] (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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