scholarly journals Discipline-centered post-secondary science education research: Understanding university level science learning

2013 ◽  
Vol 50 (6) ◽  
pp. 627-638 ◽  
Author(s):  
Brian P. Coppola ◽  
Joseph S. Krajcik
Keyword(s):  
Science Education ◽  
Education Research ◽  
Science Learning ◽  
Secondary Science ◽  
Science Education Research ◽  
Secondary Science Education ◽  
Post Secondary ◽  
University Level

scholarly journals A Growing Body of Knowledge

2021 ◽  
Author(s):  
Magdalena Kersting ◽  
Jesper Haglund ◽  
Rolf Steier
Keyword(s):  
Science Education ◽  
Education Research ◽  
Embodied Cognition ◽  
Science Learning ◽  
Critical Role ◽  
The Body ◽  
Science Education Research ◽  
Learning Approaches ◽  
Comprehensive Overview ◽  
Education Practice

AbstractScience deals with the world around us, and we understand, experience, and study this world through and with our bodies. While science educators have started to acknowledge the critical role of the body in science learning, approaches to conceptualising the body in science education vary greatly. Embodiment and embodied cognition serve as umbrella terms for different approaches to bodily learning processes. Unfortunately, researchers and educators often blur these different approaches and use various claims of embodiment interchangeably. Understanding and acknowledging the diversity of embodied perspectives strengthen arguments in science education research and allows realising the potential of embodied cognition in science education practice. We need a comprehensive overview of the various ways the body bears on science learning. With this paper, we wish to present such an overview by disentangling key ideas of embodiment and embodied cognition with a view towards science education. Drawing on the historical traditions of phenomenology and ecological psychology, we propose four senses of embodiment that conceptualise the body in physical, phenomenological, ecological, and interactionist terms. By illustrating the multiple senses of embodiment through examples from the recent science education literature, we show that embodied cognition bears on practical educational problems and has a variety of theoretical implications for science education. We hope that future work can recognise such different senses of embodiment and show how they might work together to strengthen the many roles of the body in science education research and practice.

scholarly journals 11. Question Me an Answer: Re-awakening the Art of Inquiry in Post-Secondary Science Education

2011 ◽  
Vol 1 ◽  
pp. 66
Author(s):  
Anne Marie O’Beirne-Ryan
Keyword(s):  
Learning Environments ◽  
Science Learning ◽  
Divergent Thinking ◽  
Secondary Science ◽  
Secondary Science Education ◽  
Post Secondary ◽  
Learning And Teaching ◽  
Analytical Thinking ◽  
The Right ◽  
Number Of Iterations

In our science learning and teaching environment, how often do we present science as a body of facts, or at best, a compendium of knowledge to which we can add more information, if we ask the “right” questions? In reality, the nature of science is significantly more complex, and the number of iterations we go through to resolve a given inquiry is often considerable. Similarly, how often do we vocalize the hope that our students will develop critical thinking, yet in reality, encourage only logical, linear thinking? Would science become more inclusive if we actually encouraged creative and divergent thinking in addition to logical-analytical thinking? Instead of “What?” can we ask “What if?” or even better, “What if not?” How might we begin to create learning environments where students themselves generate questions that facilitate deeper learning?

Sign in / Sign up

Export Citation Format

Share Document