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

152 Pages·2013·6.288 MB·English
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CCCCUUUULLLLTTTTUUUURRRRAAAALLLL PPPPEEEERRRRSSSSPPPPEEEECCCCTTTTIIIIVVVVEEEESSSS IIIINNNN SSSSCCCCIIIIEEEENNNNCCCCEEEE EEEEDDDDUUUUCCCCAAAATTTTIIIIOOOONNNN:::: RRRREEEESSSSEEEEAAAARRRRCCCCHHHH DDDDIIIIAAAALLLLOOOOGGGGSSSS VVVVoooolllluuuummmmeeee NNNNoooo 5555 SSSSeeeerrrriiiieeeessss EEEEddddiiiittttoooorrrr KKKKeeeennnnnnnneeeetttthhhh TTTToooobbbbiiiinnnn,,,, The Graduate Center, City University of New York, USA CCCCaaaatttthhhheeeerrrriiiinnnneeee MMMMiiiillllnnnneeee,,,, Steinhardt School of Culture, Education , and Human Development, New York University SSSSccccooooppppeeee 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. LLLLEEEEAAAARRRRNNNN SSSSCCCCIIIIEEEENNNNCCCCEEEE,,,, LLLLEEEEAAAARRRRNNNN MMMMAAAATTTTHHHH,,,, LLLLEEEEAAAARRRRNNNN TTTTOOOO TTTTEEEEAAAACCCCHHHH SSSSCCCCIIIIEEEENNNNCCCCEEEE AAAANNNNDDDD MMMMAAAATTTTHHHH,,,, HHHHOOOOMMMMOOOO SSSSAAAAPPPPIIIIEEEENNNNSSSS!!!! HHHHEEEEDDDDYYYY MMMMOOOOSSSSCCCCOOOOVVVVIIIICCCCIIII IIIILLLLLLLLUUUUSSSSTTTTRRRRAAAATTTTIIIIOOOONNNNSSSS BBBBYYYY TTTTAAAALLLL MMMMOOOOSSSSCCCCOOOOVVVVIIIICCCCIIII CCCCHHHHAAAAPPPPTTTTEEEERRRR 6666,,,, BBBBYYYY KKKKAAAATTTTHHHHEEEERRRRIIIINNNNEEEE CCCC.... WWWWIIIIEEEESSSSEEEEMMMMAAAANNNN AAAANNNNDDDD HHHHEEEEDDDDYYYY MMMMOOOOSSSSCCCCOOOOVVVVIIIICCCCIIII FFFFIIIINNNNAAAALLLL EEEEDDDDIIIITTTTIIIINNNNGGGG BBBBYYYY PPPPEEEENNNNNNNNYYYY JJJJ.... GGGGIIIILLLLMMMMEEEERRRR AAAANNNNDDDD KKKKAAAATTTTHHHHEEEERRRRIIIINNNNEEEE CCCC.... WWWWIIIIEEEESSSSEEEEMMMMAAAANNNN SENSE PUBLISHERS ROTTERDAM / TAIPEI A C.I.P. record for this book is available from the Library of Congress. ISBN: 978-94-6209-153-5 (Paperback) ISBN: 978-94-6209-154-2 (Hardback) ISBN: 978-94-6209-155-9 (e-book) Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/ Printed on acid-free paper All Rights Reserved © 2013 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. TTTTAAAABBBBLLLLEEEE OOOOFFFF CCCCOOOONNNNTTTTEEEENNNNTTTTSSSS 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 vii IIIILLLLLLLLUUUUSSSSTTTTRRRRAAAATTTTIIIIOOOONNNNSSSS 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… ix

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