Vygotsky and Science Education

This book highlights those aspects of Vygotskian theory which are most cogent to Science Education, including the Zone of Proximal Development (ZPD), concept development, play and imagination. Whilst these and other Vygotskian constructs apply to both research and practice in all forms of Science Education, this book employs a specific and critical focus on one or two key concepts for each context. Thus play and imagination are explored in depth in the chapter on science in early childhood learning, the ZPD is considered in depth in the primary school science chapter, and concept development in the secondary-level chapter. Chapters on higher education science learning and teaching, science teacher education, informal science learning, science education research, and the scientific endeavour itself draws on those aspects of Vygotskian theory which relate most closely. This book makes an important contribution to Vygotskian theory. Never before has it been applied so widelyand comprehensively to the field of science and STEM education. The book is intended for students and academics in science and STEM education and the social sciences. It is also of interest to Vygotsky scholars and those involved in the analysis of pedagogic practice within and beyond science and STEM education.

Auteur

Dr Colette Murphy (BSc [Hons], MEd, MScEd, PhD, MIBiol, FHEA), is a professor of science and mathematics education the School of Education, Trinity College Dublin. After being awarded a BSc (Hons) in Botany from Queens University Belfast and a PhD in Plant Biology from Bangor University in Wales, she started a career in teaching Biology and chemistry in St Michael's Senior High School in Co Armagh. Two years later she became a Lecturer in biology and science education in St Mary's University College Belfast, then moved to Queen's University Belfast as a senior lecturer, and finally as a professor to Trinity College Dublin. She is an international Vygotsky scholar, having been to Russia four times to continue her research and teaching in science education from Vygotskian perspectives. She is also a world leader in coteaching, principally in formal education settings, which has led to two coteaching books, and 30+ articles in peer-reviewed and professional journals.

Texte du rabat

The purpose of the book is to highlight those aspects of Vygotskian theory which are most cogent to Science Education, including the Zone of Proximal Development (ZPD), concept development, play and imagination. Whilst these and other Vygotskian constructs apply to both research and practice in all forms of Science Education, this book employs a specific and critical focus on one or two key concepts for each context. Thus play and imagination are explored in depth in the chapter on science in early childhood learning, the ZPD is considered in depth in the primary school science chapter, and concept development in the secondary-level chapter. Chapters on higher education science learning and teaching, science teacher education, informal science learning, science education research, and the scientific endeavour itself draws on those aspects of Vygotskian theory which relate most closely. This book makes an important contribution to Vygotskian theory. Never before has it been applied so widely and comprehensively to the field of science and STEM education. The book is intended for students and academics in science and STEM education and the social sciences. It is also of interest to Vygotsky scholars and those involved in the analysis of pedagogic practice within and beyond science and STEM education.

Contenu

PART I INTRODUCTION

Chapter 1 Introduction

1.1 Vygotsky and Science Education

1.2 Structure of This Book

1.3 Navigating the Book Chapters

PART II VYGOTSKY AND HIS LEGACY TO SCIENCE EDUCATION

Chapter 2 Vygotsky: Life and Legacy

2.1 Introduction 2.2 Vygotsky in Context

2.3 Key Influences on Vygotsky's Thinking 2.4 Vygotsky's Legacy and 21st-Century Science Education

2.5 Summary and Conclusion

Chapter 3 Key Vygotskian Concepts for Science Education

3.1 Introduction

3.2 Zone of Proximal Development (ZPD) 3.3 Vygotsky and Scientific Concept Development

3.4 Cultural-Historical Theory (CHT) in Science Learning

3.5 Cultural-Historical Activity Theory (CHAT)

3.6 Summary and Conclusion

Chapter 4 Vygotsky and Science Education Research

4.1 Introduction

4.2 Vygotskian Methodology

4.3 Vygotsky and Science Education Research Methodologies

4.4 Research on Scientific Concept Development 4.5 Vygotsky and Neuroscience

4.6 Summary and Conclusion

PART III APPLICATION OF VYGOTSKIAN THEORY IN SCIENCE

EDUCATION CONTEXTS

Chapter 5 Vygotsky and Science Learning in the Early Years

5.1 Introduction

5.2 Play and Imagination in Early Years Science Learning 5.3 Development of Play during the Early Years

5.4 Scientific Concept Development through Play

5.5 Early Years Science Learning in Vygotskian Schools

5.6 Play and Digital Learning in the Early Years

5.7 Summary and Conclusion

Chapter 6 Vygotsky and Primary School Science

6.1 Introduction

6.2 The Zone of Proximal Development

6.3 Creating ZPDs for Science Learning in the Primary Classroom

6.4 Play in Primary Science

6.5 A Whole-School Approach to Vygotskian Science Learning

6.6 Science Learning in Golden Key Schools

6.7 Summary and Conclusion

Chapter 7 Vygotsky and Secondary-Level Science

7.1 Introduction

7.2 Social Constructivist Approaches to Science Learning and Teaching

7.3 The Nugent Study

7.4 ZPD in Science Learning at Secondary Level

7.5 The Nature of Scientific Concepts

7.6 Developing Science Concepts (SCs)

7.7 Motivation to Learn Science

7.8 Summary and Conclusion

Chapter 8 Vygotsky and Informal Science Learning

8.1 Introduction

8.2 Dialectical Relationship between Informal and Formal Science Learning

8.3 The ZPD in Informal and Formal Science Learning

8.4 The Role of Imagination in Science Learning

8.5 Summary and Conclusion

Chapter 9 Vygotsky and Science in Higher Education

9.1 Introduction

9.2 Social Constructivism

9.3 Using the ZPD in Higher Education Science

9.4 Concept Development in Higher Education Science

9.5 Summary and Conclusion

Chapter 10 Vygotsky and Science Teacher Education

10.1 Introduction

10.2 College-Based Science Initial Teacher Education (ITE)

10.3 School-Based Science Initial Teacher Education (ITE)

10.4 Developing Pre-Service Science Teachers as Reflective Practitioners

10.5 Vygotsky and In-Service Science Teacher Education

10.6 Summary and Conclusion

PART IV EPILOGUE

Chapter 11 Epilogue

11.1 Introduction

11.2 A Framework for Vygotsky and Science Education

11.3 Science Education and Scientific Research

11.4 Future of Vygotsky in Science Education