We address the nature of mindfulness and its salience to education generally and to science education specifically. In a context of the historical embeddedness of mindfulness in Buddhism we discuss research in social neuroscience, presenting evidence for neuronal plasticity of the brain and six emotional styles, which are not biologically…

Conducted an interpretive investigation of a first-time science teacher that focused on an examination of beliefs and metaphors associated with the teacher's roles as manager, assessor of student learning, and facilitator of learning. Outlines the development of metaphors that guided the teacher in reconceptualizing her role as a science teacher…

Describes the development and modification of a teacher education program based on a constructivist epistemology. Among the conclusions are that systemic change is a slow process. If reforms are to be permanent, it is necessary to change the referents of the culture and empower teachers to take personal actions to overcome perceived constraints.…

Employed an interpretive methodology to examine interrelations between teacher and student actions in a context of teaching and learning in a grade-11 chemistry class. Teacher and student goals, beliefs about teacher and learner roles, and constructions of the context were coherent to such an extent that there was little impetus for change. (24…

This book seeks to improve the way science is taught in the elementary school. It suggests that there are three main contradictions that make it difficult for teachers and students to engage in meaningful activities from which understandings result. The central issues in this book are framed in terms of three dichotomies that lead to tensions…

Describes a middle school teacher's efforts to alter his teaching style from that of an objectivist to a constructivist approach. (ZWH)

Early science educators need a gradual introduction to peer review activities. Employs cultural sociology and activity theory to identify patterns of coherence and coexisting contradictions that create tensions to catalyze improvements in science education. (DDR)

Consists of a metalogue between two authors in which critical issues associated with peer review are identified. Highlights theory and practices that are salient to the continued improvement of science education. (DDR)

This chapter presents the following discussions on the issues of interpretive research: (1) finding quality criteria that pertain to the quality of interpretive research; (2) determining authenticity criteria for interpretive research; and (3) and providing an example of the procedures employed and the outcomes of an intensive interpretive study…