InhaltsangabePreface 1. ReUniting Sociological and Psychological Perspectives in/for Science Education: An Introduction WolffMichael Roth 2. Tuning in to Others' Voices: Beyond the Hegemony of MonoLogical Narratives Kenneth Tobin A. SOCIAL PSYCHOLOGICAL FRAMEWORKS Editor's Introduction 3. Activity, Discourse, & Meaning: Some Directions for Science Education Gregory J. Kelly, Asli Sezen 4. Been There, Done That, or Have We? Yew Jin Lee 5. History, Culture, Emergence: Informing Learning Designs Donna DeGennaro 6. Standing on the Shoulders of Giants: A Balancing Act of Dialectically Theorizing Conceptual Understanding on the Grounds of Vygotsky's Project Anna Stetsenko 7. A Sociological Response to Stetsenko Regina Smardon 8. Turbulence, Risk, and Radical Listening: A Context for Teaching and Learning Science Wesley Pitts 9. Thinking and Speaking: A Dynamic Approach WolffMichael Roth 10. Thinking and Speaking: On Units of Analysis and their Role in Meaning Making Eduardo Mortimer 11. Thinking Dialogically about Thought and Language PeiLing Hsu B. POSITIONS AND PERSPECTIVES Editor's Introduction 12. ReVisioning Conceptual Change from Feminist Research Perspectives Kathryn Scantlebury, Sonya Martin 13. Conceptions and Characterization: An Explanation for the TheoryPractice Gap in Conceptual Change Theory Michiel van Eijck 14. Looking at the Observer: Challenges to the Study of Conceptions and Conceptual Change JeanFrançois Maheux, WolffMichael Roth, Jennifer Thom 15. It Doesn't Matter What You Think, This is Real: Expanding Conceptions about Urban Students in Science Classrooms Chris Emdin 16. Making Science Relevant: Conceptual Change and the Politics of Science Education Giuliano Reis C. SCIENCE AGENCY ACROSS THE LIFE SPAN Editor's Introduction 17. Glocalizing Artifact and Agency: An Argument for the Practical Relevance of Economic Injustice and Transformation in Science Education of Mexican Newcomers Katherine Richardson Bruna 18. Concept Development in Urban Classroom Spaces: Dialectical Relationships, Power, and Identity Maria Varelas, Justine M. Kane, Christine C. Pappas 19. Science as a Context and Tool: The Role of Place in Science Learning among Urban Middle School Youth Edna Tan, Angela Calabrese Barton, Miyoun Lim 20. Becoming an Urban Science Teacher: Teacher Learning as the Collective Performance of Conceptions Maria S. Rivera Maulucci 21. Science Agency and Structure across the Lifespan: A Dialogical Response Jennifer D. Adams, Christina Siry, Koshi Dhingra, Gillian U. Bayne D. EPILOGUE 22. Sociology Psychology: Toward a Science of Phenomena WolffMichael Roth Index

InhaltsangabePreface 1. ReUniting Sociological and Psychological Perspectives in/for Science Education: An Introduction WolffMichael Roth 2. Tuning in to Others' Voices: Beyond the Hegemony of MonoLogical Narratives Kenneth Tobin A. SOCIAL PSYCHOLOGICAL FRAMEWORKS Editor's Introduction 3. Activity, Discourse, & Meaning: Some Directions for Science Education Gregory J. Kelly, Asli Sezen 4. Been There, Done That, or Have We? Yew Jin Lee 5. History, Culture, Emergence: Informing Learning Designs Donna DeGennaro 6. Standing on the Shoulders of Giants: A Balancing Act of Dialectically Theorizing Conceptual Understanding on the Grounds of Vygotsky's Project Anna Stetsenko 7. A Sociological Response to Stetsenko Regina Smardon 8. Turbulence, Risk, and Radical Listening: A Context for Teaching and Learning Science Wesley Pitts 9. Thinking and Speaking: A Dynamic Approach WolffMichael Roth 10. Thinking and Speaking: On Units of Analysis and their Role in Meaning Making Eduardo Mortimer 11. Thinking Dialogically about Thought and Language PeiLing Hsu B. POSITIONS AND PERSPECTIVES Editor's Introduction 12. ReVisioning Conceptual Change from Feminist Research Perspectives Kathryn Scantlebury, Sonya Martin 13. Conceptions and Characterization: An Explanation for the TheoryPractice Gap in Conceptual Change Theory Michiel van Eijck 14. Looking at the Observer: Challenges to the Study of Conceptions and Conceptual Change JeanFrançois Maheux, WolffMichael Roth, Jennifer Thom 15. It Doesn't Matter What You Think, This is Real: Expanding Conceptions about Urban Students inScience Classrooms Chris Emdin 16. Making Science Relevant: Conceptual Change and the Politics of Science Education Giuliano Reis C. SCIENCE AGENCY ACROSS THE LIFE SPAN Editor's Introduction 17. Glocalizing Artifact and Agency: An Argument for the Practical Relevance of Economic Injustice and Transformation in Science Education of Mexican Newcomers Katherine Richardson Bruna 18. Concept Development in Urban Classroom Spaces: Dialectical Relationships, Power, and Identity Maria Varelas, Justine M. Kane, Christine C. Pappas 19. Science as a Context and Tool: The Role of Place in Science Learning among Urban Middle School Youth Edna Tan, Angela Calabrese Barton, Miyoun Lim 20. Becoming an Urban Science Teacher: Teacher Learning as the Collective Performance of Conceptions Maria S. Rivera Maulucci 21. Science Agency and Structure across the Lifespan: A Dialogical Response Jennifer D. Adams, Christina Siry, Koshi Dhingra, Gillian U. Bayne D. EPILOGUE 22. Sociology Psychology: Toward a Science of Phenomena WolffMichael Roth Index

Preface 1. ReUniting Sociological and Psychological Perspectives in/for Science Education: An Introduction Wolff-Michael Roth 2. Tuning in to Others¿ Voices: Beyond the Hegemony of Mono-Logical Narratives Kenneth Tobin A. SOCIAL PSYCHOLOGICAL FRAMEWORKS Editor¿s Introduction 3. Activity, Discourse, & Meaning: Some Directions for Science Education Gregory J. Kelly, Asli Sezen 4. Been There, Done That, or Have We? Yew Jin Lee 5. History, Culture, Emergence: Informing Learning Designs Donna DeGennaro 6. Standing on the Shoulders of Giants: A Balancing Act of Dialectically Theorizing Conceptual Understanding on the Grounds of Vygotsky¿s Project Anna Stetsenko 7. A Sociological Response to Stetsenko Regina Smardon 8. Turbulence, Risk, and Radical Listening: A Context for Teaching and Learning Science Wesley Pitts 9. Thinking and Speaking: A Dynamic Approach Wolff-Michael Roth 10. Thinking and Speaking: On Units of Analysis and their Role in Meaning Making Eduardo Mortimer 11. Thinking Dialogically about Thought and Language Pei-Ling Hsu B. POSITIONS AND PERSPECTIVES Editor¿s Introduction 12. Re-Visioning Conceptual Change from Feminist Research Perspectives Kathryn Scantlebury, Sonya Martin 13. Conceptions and Characterization: An Explanation for the Theory-Practice Gap in Conceptual Change Theory Michiel van Eijck 14. Looking at the Observer: Challenges to the Study of Conceptions and Conceptual Change Jean-Francois Maheux, Wolff-Michael Roth, Jennifer Thom 15. It Doesn¿t Matter What You Think, This is Real: Expanding Conceptions about Urban Students in Science Classrooms Chris Emdin 16. Making Science Relevant: Conceptual Change and the Politics of Science Education Giuliano Reis C. SCIENCE AGENCY ACROSS THE LIFE SPAN Editor¿s Introduction 17. Glocalizing Artifact and Agency: An Argument for the Practical Relevance of Economic Injustice and Transformation in Science Education of Mexican Newcomers Katherine Richardson Bruna 18. Concept Development in Urban Classroom Spaces: Dialectical Relationships, Power, and Identity Maria Varelas, Justine M. Kane, Christine C. Pappas 19. Science as a Context and Tool: The Role of Place in Science Learning among Urban Middle School Youth Edna Tan, Angela Calabrese Barton, Miyoun Lim 20. Becoming an Urban Science Teacher: Teacher Learning as the Collective Performance of Conceptions Maria S. Rivera Maulucci 21. Science Agency and Structure across the Lifespan: A Dialogical Response Jennifer D. Adams, Christina Siry, Koshi Dhingra, Gillian U. Bayne D. EPILOGUE 22. Sociology | Psychology: Toward a Science of Phenomena Wolff-Michael Roth Index