000			02583nam a2200193Ia 4500
999			_c4057 _d4057
005			20210107113950.0
008			160802s9999 xx 000 0 und d
020			_a9781402038075
041			_aeng
082			_a507.1 _bBEY
100			_aAlsop, Steve, ed. _938701
245			_aBeyond Cartesian dualism: _bencountering affect in the teaching and learning of science / _cedited by Steve Alsop
260			_bSpringer, _c2005. _aDordretch:
300			_axv,198 p.
505			_a1.Bridging the Cartesian Divide: Science Education and Affect -- 2.The Importance of Affect in Science Education -- 3.Incalculable Precision: Psychoanalysis and the Measure of Emotion -- 4.Attitudes Toward Science: A Review of the Field -- 5.Empowered for Action? How Do Young People Relate to Environmental Challenges? -- 6.The Shifting Roles of Acceptance and Dispositions in Understanding Biological Evolution -- 7.Student Learning in Science Classrooms: What Role Does Motivation Play? -- 8.Practical Work and the Affective Domain: What Do We Know, What Should We Ask, and What is Worth Exploring Further? -- 9.Museums, Affect, and Cognition: The View from Another Window -- 10.Emotions and Science Teaching: Present Research and Future Agendas -- 11.Active Science for Child Refugees -- 12.Orchestrating the Confluence: A Discussion of Science, Passion, and Poetry -- 13.From Despair to Success: A Case Study of Support and Transformation in an Elementary Science Practicum -- 14.Emotional Development, Science and Co-Education.
520			_a There is surprisingly little known about affect in science education. Despite periodic forays into monitoring students' attitudes-toward-science, the effect of affect is too often overlooked. Beyond Cartesian Dualism gathers together contemporary theorizing in this axiomatic area. In fourteen chapters, senior scholars of international standing use their knowledge of the literature and empirical data to model the relationship between cognition and affect in science education. Their revealing discussions are grounded in a broad range of educational contexts including school classrooms, universities, science centres, travelling exhibits and refugee camps, and explore an array of far reaching questions. What is known about science teachers' and students' emotions? How do emotions mediate and moderate instruction? How might science education promote psychological resilience? How might educators engage affect as a way of challenging existing inequalities and practices?
650			_aScience-study and teaching _938702
942			_cBK