Contributing to the social justice agenda of redefining what science is and what it means in the everyday lives of people, this book introduces science educators to various dimensions of viewing science and scientific literacy from the standpoint of the learner, engaged with real everyday concerns within or outside school; develops a new form of scholarship based on the dialogic nature of science as process and product; and achieves these two objectives in a readable but scholarly way.  Meer

Contributing to the social justice agenda of redefining what science is and what it means in the everyday lives of people, this book introduces science educators to various dimensions of viewing science and scientific literacy from the standpoint of the learner, engaged with real everyday concerns within or outside school; develops a new form of scholarship based on the dialogic nature of science as process and product; and achieves these two objectives in a readable but scholarly way.  Meer

This study examines the origins of geometry in and out of the intuitively given everyday lifeworlds of children in a second-grade mathematics class. These lifeworlds, though pre-geometric, are not without model objects that denote and come to anchor geometric idealities that they will understand at later points in their lives.  Meer

In what way do educators understand the language they use to make sense of the educational environment? How does language enable educators and how can they consciously make the most of its potential?  Meer

In what way do educators understand the language they use to make sense of the educational environment? How does language enable educators and how can they consciously make the most of its potential?  Meer

Curriculum*-in-the-Making theorizes about the living curriculum as an event that is in the making, for the enacted curriculum is something finished, which, only as an object, can be compared to another object.  Meer

Curriculum*-in-the-Making theorizes about the living curriculum as an event that is in the making, for the enacted curriculum is something finished, which, only as an object, can be compared to another object.  Meer

Psychology, quantitative or qualitative, tends to conceive of the human person using metaphysical concepts and to separate the practical, affective, and intellectual aspects of participation in everyday life.  Meer

Psychology, quantitative or qualitative, tends to conceive of the human person using metaphysical concepts and to separate the practical, affective, and intellectual aspects of participation in everyday life.  Meer

According to John Dewey, Seymour Papert, Donald Schon, and Allan Collins, school activities, to be authentic, need to share key features with those worlds about which they teach.  Meer

According to John Dewey, Seymour Papert, Donald Schon, and Allan Collins, school activities, to be authentic, need to share key features with those worlds about which they teach.  Meer

The study described in this book arose in the contextof a three-year collective effort to bring about change in science teaching at Mountain Elementary School.  Meer

The study described in this book arose in the contextof a three-year collective effort to bring about change in science teaching at Mountain Elementary School.  Meer

Toward the end of his life, the Russian psychologist L.S. Vygotsky turned away from his earlier work that he has become famous for only to sow the seeds for a new theory.  Meer

This study examines the origins of geometry in and out of the intuitively given everyday lifeworlds of children in a second-grade mathematics class. These lifeworlds, though pre-geometric, are not without model objects that denote and come to anchor geometric idealities that they will understand at later points in their lives.  Meer

This monograph uses the concept and category of “event” in the study of mathematics as it emerges from an interaction between levels of cognition, from the bodily experiences to symbolism.  Meer

This monograph uses the concept and category of “event” in the study of mathematics as it emerges from an interaction between levels of cognition, from the bodily experiences to symbolism.  Meer

This book argues that the ‘constructivist metaphor’ has become a self-appointed overriding concept that suppresses other modes of thinking about knowing and learning science.  Meer

This book argues that the ‘constructivist metaphor’ has become a self-appointed overriding concept that suppresses other modes of thinking about knowing and learning science.  Meer

This book deals with uncertainty and graphing in scientific discovery work from a social practice perspective. It is based on a 5-year ethnographic study in an advanced experimental biology laboratory.  Meer