Bücher
Service
PART I INTRODUCTION
Chapter 1 Introduction
1.2 Structure of This Book
1.3 Navigating the Book Chapters
PART II VYGOTSKY AND HIS LEGACY TO SCIENCE EDUCATION
2.1 Introduction
2.3 Key Influences on Vygotsky's Thinking
2.5 Summary and Conclusion
3.1 Introduction
3.2 Zone of Proximal Development (ZPD)
3.4 Cultural-Historical Theory (CHT) in Science Learning
3.5 Cultural-Historical Activity Theory (CHAT)
3.6 Summary and Conclusion
Chapter 4 Vygotsky and Science Education Research
4.2 Vygotskian Methodology
4.3 Vygotsky and Science Education Research Methodologies
4.4 Research on Scientific Concept Development
4.6 Summary and Conclusion
PART III APPLICATION OF VYGOTSKIAN THEORY IN SCIENCE
EDUCATION CONTEXTS
Chapter 5 Vygotsky and Science Learning in the Early Years
5.1 Introduction
5.2 Play and Imagination in Early Years Science Learning
5.4 Scientific Concept Development through Play
5.5 Early Years Science Learning in Vygotskian Schools
5.6 Play and Digital Learning in the Early Years
5.7 Summary and Conclusion
Chapter 6 Vygotsky and Primary School Science
6.1 Introduction
6.2 The Zone of Proximal Development
6.3 Creating ZPDs for Science Learning in the Primary Classroom
6.4 Play in Primary Science
6.5 A Whole-School Approach to Vygotskian Science Learning
6.6 Science Learning in Golden Key Schools
6.7 Summary and Conclusion
Chapter 7 Vygotsky and Secondary-Level Science
7.1 Introduction
7.2 Social Constructivist Approaches to Science Learning and Teaching
7.3 The Nugent Study
7.4 ZPD in Science Learning at Secondary Level
7.5 The Nature of Scientific Concepts
7.6 Developing Science Concepts (SCs)
7.7 Motivation to Learn Science
7.8 Summary and Conclusion
Chapter 8 Vygotsky and Informal Science Learning
8.1 Introduction
8.2 Dialectical Relationship between Informal and Formal Science Learning
8.3 The ZPD in Informal and Formal Science Learning
8.4 The Role of Imagination in Science Learning
8.5 Summary and Conclusion
Chapter 9 Vygotsky and Science in Higher Education
9.1 Introduction
9.2 Social Constructivism
9.3 Using the ZPD in Higher Education Science
9.4 Concept Development in Higher Education Science
9.5 Summary and Conclusion
Chapter 10 Vygotsky and Science Teacher Education
10.1 Introduction
10.2 College-Based Science Initial Teacher Education (ITE)
10.3 School-Based Science Initial Teacher Education (ITE)
10.4 Developing Pre-Service Science Teachers as Reflective Practitioners
10.5 Vygotsky and In-Service Science Teacher Education
10.6 Summary and Conclusion
PART IV EPILOGUE
Chapter 11 Epilogue
11.1 Introduction
11.2 A Framework for Vygotsky and Science Education
11.3 Science Education and Scientific Research
11.4 Future of Vygotsky in Science Education
Dr Colette Murphy (BSc [Hons], MEd, MScEd, PhD, MIBiol, FHEA), is a professor of science and mathematics education the School of Education, Trinity College Dublin. After being awarded a BSc (Hons) in Botany from Queens University Belfast and a PhD in Plant Biology from Bangor University in Wales, she started a career in teaching Biology and chemistry in St Michael¿s Senior High School in Co Armagh. Two years later she became a Lecturer in biology and science education in St Mary¿s University College Belfast, then moved to Queen¿s University Belfast as a senior lecturer, and finally as a professor to Trinity College Dublin. She is an international Vygotsky scholar, having been to Russia four times to continue her research and teaching in science education from Vygotskian perspectives. She is also a world leader in coteaching, principally in formal education settings, which has led to two coteaching books, and 30+ articles in peer-reviewed and professional journals.
