Beyond Cartesian Dualism: Encountering Affect in the Teaching and Learning of Science. (Science & Technology Education Library)

205 Pages·2005·0.71 MB·English

by  Steve Alsop (Editor)

BEYOND CARTESIAN DUALISM
Science & Technology Education Library
VOLUME 29
SERIES EDITOR
William W. Cobern, Western Michigan University, Kalamazoo, USA
FOUNDING EDITOR
Ken Tobin, City University of New York, N.Y., USA
EDITORIALBOARD
Henry Brown-Acquay, University College of Education of Winneba, Ghana
Mariona Espinet, Universitat Autonoma de Barcelona, Spain
Gurol Irzik, Bogazici University, Istanbul, Turkey
Olugbemiro Jegede, The Open University, Hong Kong
Lilia Reyes Herrera,Universidad Autónoma de Colombia, Bogota, Colombia
Marrisa Rollnick, College of Science, Johannesburg, South Africa
Svein Sjøberg,University of Oslo, Norway
Hsiao-lin Tuan,National Changhua University of Education, Taiwan
SCOPE
The book series Science & Technology Education Libraryprovides a publication forum
for scholarship in science and technology education. It aims to publish innovative books
which are at the forefront of the field. Monographs as well as collections of papers will
be published.
The titles published in this series are listed at the end of this volume.
Beyond Cartesian Dualism
Encountering Affect in the Teaching
and Learning of Science
Edited by
STEVE ALSOP
York University, Toronto, Canada
AC.I.P. Catalogue record for this book is available from the Library of Congress.
ISBN-10 1-4020-3807-0 (HB)
ISBN-13 978-1-4020-3807-5 (HB)
ISBN-10 1-4020-3808-9 (e-book)
ISBN-13 978-1-4020-3808-2 (e-book)
Published by Springer,
P.O. Box 17, 3300 AADordrecht, The Netherlands.
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Printed on acid-free paper
All Rights Reserved
© 2005 Springer
No part of this work may be reproduced, stored in a retrieval system, or transmitted
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Printed in the Netherlands.
TABLE OF CONTENTS
ACKNOWLEDGEMENTS ix
CONTRIBUTORS’DETAILS xi
Introduction: ScienceEducationandAffect 1
1. BRIDGINGTHECARTESIANDIVIDE:SCIENCE 3
EDUCATIONANDAFFECT
SteveAlsop
YorkUniversity,Toronto,Canada
2. THEIMPORTANCEOFAFFECTINSCIENCEEDUCATION 17
MichaelJ.Reiss
InstituteofEducation,UniversityofLondon,UnitedKingdom
3. INCALCULABLEPRECISION:PSYCHOANALYSISANDTHE 27
MEASUREOFEMOTION
AlicePitt
YorkUniversity,Toronto,Canada
SectionOne: Students’Attitudes,Hopes,andDispositions 37
4. ATTITUDESTOWARDSCIENCE:AREVIEWOFTHEFIELD 41
MartinaNieswandt
OntarioInstituteforStudiesinEducation,UniversityofToronto,
Canada
v
vi TABLEOFCONTENTS
5. EMPOWEREDFORACTION?HOWDOYOUNGPEOPLE 53
RELATETOENVIRONMENTALCHALLENGES?
CamillaSchreiner,SveinSjøberg
DepartmentofTeacherTrainingandSchoolDevelopment,
UniversityofOslo,Norway
6. THESHIFTINGROLESOFACCEPTANCEAND 69
DISPOSITIONSINUNDERSTANDINGBIOLOGICAL
EVOLUTION
SherrySoutherland
FloridaStateUniversity
GaleM.Sinatra
UniversityofNevada,LasVegas
SectionTwo: Teaching,LearningandAffect 79
7. STUDENTLEARNINGINSCIENCECLASSROOMS:WHAT 83
ROLEDOESMOTIVATIONPLAY?
ChristinaRheeBonney,ToniM.Kempler,PaulR.Pintrich
CombinedPrograminEducationandPsychology,
UniversityofMichigan,AnnArbor
AkaneZusho
GraduateSchoolofEducation,FordhamUniversity
BrianP.Coppola
DepartmentofChemistry,UniversityofMichigan,AnnArbor
8. PRACTICALWORKANDTHEAFFECTIVEDOMAIN:WHAT 99
DOWEKNOW,WHATSHOULDWEASK,ANDWHATIS
WORTHEXPLORINGFURTHER?
JerryWellington
SchoolofEducation,UniversityofSheffield,
UnitedKingdom
9. MUSEUMS,AFFECT,ANDCOGNITION:THEVIEWFROM 111
ANOTHERWINDOW
LynnD.Dierking
InstituteforLearningInnovationAnnapolis,UnitedStates
TABLEOFCONTENTS vii
10. EMOTIONSANDSCIENCETEACHING:PRESENT 123
RESEARCHANDFUTUREAGENDAS
MichalinosZembylas
MichiganStateUniversity,UnitedStates
SectionThree: PedagogicalInterventions 133
11. ACTIVESCIENCEFORCHILDREFUGEES 137
FredericPerrier
InstitutedePhysiqueduGlobedeParis,France
12. ORCHESTRATINGTHECONFLUENCE:ADISCUSSIONOF 149
SCIENCE,PASSION,ANDPOETRY
MikeWatts
FroebelCollege,RoehamptonUniversity,London,UnitedKingdom
13. FROMDESPAIRTOSUCCESS:ACASESTUDYOF 161
SUPPORTANDTRANSFORMATIONINAN
ELEMENTARYSCIENCEPRACTICUM
BonnieShapiro
TheUniversityofCalgary,Canada
14. EMOTIONALDEVELOPMENT,SCIENCEAND 173
CO-EDUCATION
BrianMatthews
GoldsmithsCollege,UniversityofLondon,UnitedKingdom
INDEX 187
ACKNOWLEDGEMENTS
It is a pleasure to acknowledge and congratulate all those involved in the evolution
ofthisbook.Firstandforemost,Iwouldliketothanktheauthors.Thetexthasbeen
gestating for some time and they have been extremely patient and supportive as the
collectiontookshape.Ihavelearnedmuchfromreadingtheirworkandourongoing
emailexchanges.Englishlanguageisnotthefirstlanguageofsomeoftheauthorsand
Iamparticularlygratefulfortheirtoleranceandtrustinmyediting.Iwouldespecially
liketothankBillCobernforhisvision,expertise,andpromptencouragingemails.Bill
playedakeyroleinkeepingtheeditingprocessgoingespeciallyattimeswhenmyfaith
inthebookwaswavering.
I am indebted to Sheliza Ibrahim for her thorough, insightful editorial expertise.
Marion Wagenaan, Bernadette Deelen, Gerrit Ooman and Arvind Sohal at Kluwer–
Spingerhavebeensupportiveandunderstandingthroughout.Theykindlyhelpedme
withthetypesettingandindexingstages.Threereviewerskindlyreadafirstdraftand
theirperceptiveandchallengingcommentshelpedtorestructurethetextandmakeit
betterinanumberofways.
The idea for the text emerged in a series of conversations with Mike Watts, and
I would like to express my gratitude to him for years of collaboration, stimulating
conversations,provocativeideas,andinvaluablementorship,advice,andguidance.
It should not go without saying that this project would not have been possible
withoutVanessa’s,Dylan’s,andOlivia’sencouragement.
Likemanyacademics,mythinkingintheareaofmotivationhasbeengreatlyinflu-
encedbytheseminalworkofPaulPintrich.IwasbothdelightedandhumbledthatPaul
displayedsuchaninterestintheevolutionofthiscollection.Indeed,Paulwasoneof
thefirstacademicsthatIcontactedtoseeifhewouldbeinterestedincraftingachapter.
Herepliedwithinminutes.
Paul’schapterispublishedhereposthumously.IthankcolleaguesattheUniversityof
Michigan,ChristinaRheeBonney,ToniKempler,AkaneZusho,andBrianP.Coppola,
fortheirwillingnesstocontinuewiththisprojectinextremelydifficultcircumstances.
Paul’s ideas are to be found not only in this excellent chapter but also weave their
waythroughtheentirecollection.Myhopeisthatthisservesasatestimonytoatruly
special,dedicated,andhighlyinfluentialscholar.
ix
CONTRIBUTORS’ DETAILS
Inorderofappearance:
SteveAlsopisAssociateDean(research,international,andteacherprofessionaldevel-
opment)intheFacultyofEducationatYorkUniversity,CanadaandSeniorHonorary
ResearchFellowatRoehamptonUniversity,UnitedKingdom.Stevehastaughtinpri-
maryschoolsandsecondaryschoolsintheUnitedKingdomandpreviouslycoordinated
CLARISE,theCentreforLearningandResearchinScienceEducation(CLARISE).
He has a wide range of publications in science education, including two previously
editedbooks[Alsop,S.,&Hicks,K.(Eds.).(2001).Teachingscience.London:Kogan
Page; Alsop, S., Bencze, L., & Pedretti, E. (Eds.). (2005). Analysing exemplary sci-
enceteaching:Theoreticallensesandaspectrumofpossibilitiesforpractice.Milton
Keynes,UnitedKingdom:OpenUniversityPress].
MichaelReissisProfessorofScienceEducationattheInstituteofEducation,Univer-
sityofLondonandHeadofitsSchoolofMathematics,Science,andTechnology.He
isChiefExecutiveofScienceLearningCentreLondon,HonoraryVisitingProfessor
attheUniversityofYork,DocentinScienceEducationoftheUniversityofHelsinki,
DirectoroftheSalters-NuffieldAdvancedBiologyProjectandeditorofthejournalSex
Education.Forfurtherinformationseewww.reiss.tc.
AlicePittisAssociateProfessorofEducationandtheAssociateDeanofPre-Service
Education in the Faculty of Education at York University, Toronto, Canada. Recent
publicationsincludeThePlayofthePersonal:PsychoanalyticNarrativesoffeminist
Education(2003,PeterLang);Onlosingandrefindingthemother:Readingwomen’s
autobiographies.ChangingEnglish:StudiesinReadingandCulture,11(2),267–277
(2004);andwithDeborahBritzman,Speculationsonqualitiesofdifficultknowledgein
teachingandlearning:Anexperimentinpsychoanalyticresearch.InternationalJournal
ofQualitativeStudiesinEducation,16(6),755–776(2003).
Martina Nieswandt is an Assistant Professor of Science Education at the Ontario
InstituteforStudiesinEducationoftheUniversityofToronto(OISE/UT).Shegradu-
atedfromtheUniversityofKiel,Germany,andworkedasaresearcherattheLeibniz
Institute for Science Education (IPN) in Kiel, Germany, prior to working in North
America. Her current research projects investigate the relationship between the af-
fective,motivational,andcognitivedimensionsonlearninghigh-schoolscience.Fur-
thermore, she is interested in challenging preservice and inservice science teachers’
xi