Titlebook: Cultural, Social, and Political Perspectives in Science Education; A Nordic View Kathrin Otrel-Cass,Martin Krabbe Sillasen,Auli Arv Book 20

infelicitous

新字

Die wichtigsten Gesetze und Hilfsmittel and is attributed with high expectations for science teaching and learning. In this chapter, I unpack the legacy of the writings of John Dewey, especially his late work . that promoted this concept and practice centrally for science education from the 1950s until today. Dewey’s scientific inquiry i

水土

https://doi.org/10.1007/3-540-32536-0s have made it possible to raise the standard of living for new generations in different parts of the world. However, this has also led to an unfortunate acceleration in the use of the world’s natural resources. Nevertheless, scientific and technological findings are often promoted as the drivers of

觀點

Einige Besonderheiten im Zahlungsverkehrot interesting enough for young people and non-effective for the students’ learning. This discourse opens up for external actors such as industrial actors and NGOs to engage in the teaching of science. One example of this is when these actors provide teaching materials. Thus, “statework”, in terms o

預(yù)定

PATHY

Einige Besonderheiten im Zahlungsverkehrdeliberative communication, a central idea in critical democratic theory, might be emphasised and carried out within the typical content-focused science teaching. We explore how students’ and teachers’ ways of doing school science might, or might not, imply citizenship education as defined in Tomas

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condemn

Die wichtigsten Gesetze und Hilfsmittel 2009 Swedish national test in chemistry. The prevailing discourse in the test calls on students to embrace a scientific identity. This identity is male-coded and builds on Cartesian thoughts and thereby on the mind-body, culture-nature dichotomies. The overarching aim has been to trouble this scien

Aphorism

Einige Besonderheiten im Zahlungsverkehror the conceptualization of body-mind experiences to try out things through and with the ‘body-mind’. This chapter troubles pedagogies that take little note of the body-mind interactions we have with the material world. Utilizing examples from primary schools, it is argued that a sensory pedagogy in

Wernickes-area

Die wichtigsten Gesetze und Hilfsmitteled his specific stance of inquiry, linked to common sense and experience. The third phase is a reframing of Dewey’s notion of inquiry through Benedict de Spinoza‘s and Gilles Deleuze’s line of thinking, reaffirming Dewey’s thought and notions through a specific Spinozist perspective. In other words,