Learn Science, Learn Math, Learn to Teach Science and Math, Homo Sapiens!

152 Pages·2013·6.288 MB·English

by  Hedy Moscovici, Tal Moscovici, Katherine C. Wieseman, Penny J. Gilmer (auth.)

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Research dialogs consists of books written for undergraduate and graduate students
of science education, teachers, parents, policy makers, and the public at large.
Research dialogs bridge theory, research, and the practice of science education.
Books in the series focus on what we know about key topics in science education –
including, teaching, connecting the learning of science to the culture of students,
emotions and the learning of science, labs, field trips, involving parents, science
and everyday life, scientific literacy, including the latest technologies to facilitate
science learning, expanding the roles of students, after school programs, museums
and science, doing dissections, etc.

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ROTTERDAM / TAIPEI
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ISBN: 978-94-6209-153-5 (Paperback)
ISBN: 978-94-6209-154-2 (Hardback)
ISBN: 978-94-6209-155-9 (e-book)

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3001 AW Rotterdam,
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No part of this work may be reproduced, stored in a retrieval system, or transmitted in any
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Illustrations............................................................................................... ix
Dedication ................................................................................................. xi
Acknowledgements .................................................................................. xiii
Abbreviations ............................................................................................ xv
Foreword (by Katherine Wieseman and Penny J. Gilmer) ....................... xvii
Chapter 1 Worldview as a Dynamic Entity ............................................. 1
Chapter 2 What Do You Mean, You Know Science
and Mathematics? ................................................................... 17
Chapter 3 Emotional and Intellectual Involvement
While Learning Science and Mathematics .............................. 37
Chapter 4 Learning to Teach/Teaching to Learn
Science and Mathematics ......................................................... 63
Chapter 5 Leadership as Effective Collaborations in
Science and Mathematics ......................................................... 87
Chapter 6 Who Needs Science and Mathematics? .................................. 101
Bibliography ............................................................................................. 117
Index ......................................................................................................... 127

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Figure F.1. Flag from Hedy Moscovici’s office at California State University-
Dominguez Hills, representing her life having lived in three countries.
Figure 1.1. Boy peeking into girl’s locker room.
Figure 1.2. Teachers conversing about their students.
Figure 1.3. Young woman in 1960s and young woman now with her cell phone.
Figure 2.1. Hedy… grappling with teaching and learning.
Figure 2.2. Hedy… preparing for the test.
Figure 2.3. The learning meter.
Figure 3.1. The “not understanding” gene.
Figure 3.2. “Ouch” pathway with brain surrounded by Wong-Baker FACES pain
rating scale.
Figure 3.3. The four domains of Csikszentmihalyi (1990).
Figure 4.1. “Lie down, stare at the ceiling and DO AS YOU’RE TOLD” time.
Figure 4.2. Impersonal presentations negating the journey of discoveries part of
scientific knowledge.
Figure 5.1. Yukl’s continuum of decision procedures (Yukl, 2006, p. 83).
Figure 5.2. Hedy… using participative leadership.
Figure 5.3. Balancing acts—personal and professional lives.
Figure 6.1. Informed citizen translating through media blur.
Figure 6.2. Above all…

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