Joe L. Kincheloe: Embracing criticality in science education
Abstract This article reviews significant contributions made by Joe L. Kincheloe to critical research in science education, especially through a multimethodological, multitheoretical, and multidisciplinary informed lens that incorporates social, cultural, political, economic, and cognitive dynamics—...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Bayne, Gillian U. [verfasserIn] |
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| Format: |
Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2009 |
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| Schlagwörter: |
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| Anmerkung: |
© Springer Science+Business Media B.V. 2009 |
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| Übergeordnetes Werk: |
Enthalten in: Cultural studies of science education - Springer Netherlands, 2006, 4(2009), 3 vom: 27. Mai, Seite 559-567 |
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| Übergeordnetes Werk: |
volume:4 ; year:2009 ; number:3 ; day:27 ; month:05 ; pages:559-567 |
| Links: |
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| DOI / URN: |
10.1007/s11422-009-9204-7 |
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OLC2071192591 |
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Abstract This article reviews significant contributions made by Joe L. Kincheloe to critical research in science education, especially through a multimethodological, multitheoretical, and multidisciplinary informed lens that incorporates social, cultural, political, economic, and cognitive dynamics—the bricolage. Kincheloe’s ideas provide for a compelling understanding of, and insights into, the forces that shape the intricacies of teaching and learning science and science education. They have implications in improving science education policies, in developing actions that challenge and cultivate the intellect while operating in ways that are more understanding of difference and are socially just. © Springer Science+Business Media B.V. 2009 |
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Abstract This article reviews significant contributions made by Joe L. Kincheloe to critical research in science education, especially through a multimethodological, multitheoretical, and multidisciplinary informed lens that incorporates social, cultural, political, economic, and cognitive dynamics—the bricolage. Kincheloe’s ideas provide for a compelling understanding of, and insights into, the forces that shape the intricacies of teaching and learning science and science education. They have implications in improving science education policies, in developing actions that challenge and cultivate the intellect while operating in ways that are more understanding of difference and are socially just. © Springer Science+Business Media B.V. 2009 |
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Kincheloe: Embracing criticality in science education</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2009</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">ohne Hilfsmittel zu benutzen</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Band</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© Springer Science+Business Media B.V. 2009</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract This article reviews significant contributions made by Joe L. 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