This book provides a collection of applicable learning theories and their applications to science teaching. It presents a synthesis of historical theories while also providing practical implications for improvement of pedagogical practices aimed at advancing the field into the future. The theoretical viewpoints included in this volume span cognitive and social human development, address theories of learning, and describe approaches to teaching and curriculum development. The book presents and discusses humanistic, behaviourist, cognitivist, and constructivist theories. In addition, it looks at other theories, such as multiple intelligences theory, systems thinking, gender/sexuality theory and indigenous knowledge systems. Each chapter follows a reader-motivated approach anchored on a narrative genre. The book serves as a guide for those aiming to create optional learning experiences to prepare the next generation STEM workforce.
Chapter The Bildung TheoryFrom von Humboldt to Klafki and Beyond is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com
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1 Introduction---Theory into Practice |
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1 | (16) |
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Part I Humanistic Theories |
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2 Theory of Human Motivation---Abraham Maslow |
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17 | (12) |
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3 Glasser's Choice Theory and Science Education in British Columbia |
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29 | (16) |
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4 Intrinsically Motivating Instruction---Thomas Malone |
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45 | (10) |
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5 The Bildung Theory---From von Humboldt to Klafki and Beyond |
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55 | (16) |
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Part II Behaviourist Theories |
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6 Classical and Operant Conditioning---Ivan Pavlov; Burrhus Skinner |
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71 | (14) |
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7 Social Learning Theory---Albert Bandura |
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85 | (16) |
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8 Connect ion ism---Edward Thorndike |
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101 | (14) |
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Part III Cognitivist Theories |
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9 New Media Technologies and Information Processing Theory---George A. Miller and Others |
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115 | (18) |
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10 Stage Theory of Cognitive Development---Jean Piaget |
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133 | (16) |
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11 Mastery Learning---Benjamin Bloom |
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149 | (14) |
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12 Meaningful Learning---David P. Ausubel |
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163 | (14) |
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13 Discovery Learning---Jerome Bruner |
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177 | (14) |
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14 Guided Discovery---Robert Gagne |
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191 | (18) |
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15 Developing Intellectual Sophistication and Scientific Thinking---The Schemes of William G. Perry and Deanna Kuhn |
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209 | (18) |
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Part IV Constructivist Theories |
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16 Pragmatism---John Dewey |
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227 | (14) |
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17 Experiential Learning---David A. Kolb |
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241 | (18) |
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18 Social Constructivism---Jerome Bruner |
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259 | (18) |
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19 Mediated Learning Leading Development---The Social Development Theory of Lev Vygotsky |
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277 | (16) |
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20 Situated Cognition and Cognitive Apprenticeship Learning |
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293 | (18) |
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21 Activity Theory---Lev Vygotsky, Aleksei Leont'ev, Yrjo Engestrom |
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311 | (12) |
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22 Multiliteracies---New London Group |
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323 | (20) |
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23 Project and Problem-Based Teaching and Learning |
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343 | (16) |
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24 Radical Constructivism---von Glasersfeld |
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359 | (14) |
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25 Constructive Alternativism: George Kelly's Personal Construct Theory |
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373 | (16) |
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26 Knowledge-in-Pieces---Andrea A. diSessa, David Hammer |
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389 | (16) |
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Part V Intellectually-Oriented and Skill-Based Theories |
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27 Multiple Intelligences Theory---Howard Gardner |
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405 | (14) |
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28 Systems Thinking---Ludwig Von Bertalanffy, Peter Senge, and Donella Meadows |
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419 | (18) |
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29 Gender/Sexuality Theory---Chris Beasley |
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437 | (14) |
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30 Indigenous Knowledge Systems |
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451 | (14) |
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31 STEAM Education---A Transdisciplinary Teaching and Learning Approach |
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465 | (14) |
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479 | (18) |
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| Index |
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497 | |
Ben Akpan, PhD, a professor of science education, is the Executive Director of the Science Teachers Association of Nigeria (STAN). He served as President of the International Council of Associations for Science Education (ICASE) from 2010 2013 and currently serves on the Executive Committee of ICASE as the Chair of World Conferences Standing Committee. Bens areas of interest include chemistry, science education, environmental education, and support for science teacher associations. He is the editor of Science Education: A Global Perspective published by Springer and co-editor (with Keith S. Taber) of Science Education: An International Course Companion published by Sense Publishers. Ben is a member of the Editorial Boards of the Australian Journal of Science and Technology (AJST), Journal of Contemporary Educational Research (JCER), and Action Research and Innovation in Science Education (ARISE) Journal.
Teresa J. Kennedy, PhD, holds a joint appointment as Professor of International STEM and Bilingual/ELL Education in the College of Education and Psychology and in the College of Engineering at the University of Texas at Tyler, United States of America. She served as President of the International Council of Associations for Science Education (ICASE) from 2014 2017 and currently serves on the Executive Committee of ICASE as the Representative to UNESCO. Teresa is a two-time Fulbright Scholar, first in 1993 in Ecuador, and again during the 2014 15 academic year focusing on engineering education in Argentina. Her research interests include STEM Education, international comparative studies, gender equity, and brain research in relation to second language acquisition and bilingualism. She is a member of the Editorial Boards of the Journal of Educational Research and Review (JERR), the open-access journal Education Sciences, and ISCI Publishing Arts, Humanities and Social Sciences.
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