Authentic School Science Knowing and Learning in Open-Inquiry Science Laboratories
Authentic School Science Knowing and Learning in Open-Inquiry Science Laboratories by Wolff-Michael Roth, published by Springer Netherlands on January 31, 1995, is a softcover reprint of the original first edition. This book documents the dynamics of learning and teaching within open-inquiry environments, aligning with the educational philosophies of notable thinkers such as John Dewey and Seymour Papert. It provides a firsthand account of how individuals and groups engage in complex learning processes in science, contributing to the growing body of literature in this area.
Readers will find a detailed exploration of the methods used to study these intricate learning environments, encouraging reflection on the research process itself. The book serves as a model for teacher-researcher activity, illustrating how knowledge is constructed in educational settings. With a focus on subjects such as science education, teaching methods, and epistemology, this edition spans 296 pages and is presented in English, making it a valuable resource for those interested in the intersection of education and research.
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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. This book documents learning and teaching in open-inquiry learning environments, designed with the precepts of these educational thinkers in mind. The book is thus a first-hand report of knowing and learning by individuals and groups in complex open-inquiry learning environments in science. As such, it contributes to the emerging literature in this field.
Secondly, it exemplifies research methods for studying such complex learning environments. The reader is thus encouraged not only to take the research findings as such, but to reflect on the process of arriving at these findings.
Finally, the book is also an example of knowledge constructed by a teacher-researcher, and thus a model for teacher-researcher activity.
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