Cultural and Historical Perspectives on Science Education: Research Dialogs
Series:
Series Editors:
and
Catherine Milne
Catherine Milne
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Kathryn Scantlebury
Kathryn Scantlebury
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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.
Reconstructing Assumptions about Science and Science Education to Reclaim a Learner–Scientist Perspective
Volume 20/7
978-94-6300-349-0
Toward Critical Postcolonial Curriculum Policies and Practices
Volume 16/6
978-94-6209-542-7
Volume 14/5
978-94-6209-155-9
Why History of Science Matters for the Classroom
Volume 11/4
978-94-6091-525-3
Building the Expertise to Empower Low-Income Minority Youth in Science
Volume 9/3
978-94-6091-370-9
Series Editors:
Catherine Milne, New York University
Kathryn Scantlebury, University of Delaware
Catherine Milne, New York University
Kathryn Scantlebury, University of Delaware
Educational researchers and their students