By Katerina Plakitsi (auth.), Katerina Plakitsi (eds.)
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Additional info for Activity Theory in Formal and Informal Science Education
Piaget, J. (1969). The child’s conception of time. Translation from French. (1927). Le development de la notion de temps chez l’enfant. PUF, London: Pomerans, A. J. Routledge & Kegan Paul. Piaget, J. (1972). Psychology and epistemology: Towards a theory of knowledge. London: Penguin University Books. Popper, K. (1969). Conjectures and refutations. London: Routledge, Kegan Paul. Roth, W. , & Lee, S. (2004). Science education as/for participation in the community. Science Education, 88, 263–291. , & Lee, Y.
PLAKITSI many outdoor scientific activities where teachers, students, and parents interact during their daily experiences as citizens. 1 Research in this domain aims for a more dynamic governance of the relationship between science and society. It includes ethics, culture, informal debates, strengthening the role of women in science, support of formal and informal science education in schools as well as through science centers and museums and other relevant means, and, focuses on science and society communication.
It includes ethics, culture, informal debates, strengthening the role of women in science, support of formal and informal science education in schools as well as through science centers and museums and other relevant means, and, focuses on science and society communication. Many prominent scholars, including Roth and McGinn (1997), proposed deinstitutionalizing school science education. This proposal was based upon the theory of situated cognition. The research trajectories of Wolf-Michael Roth and Ken Tobin have had greatly influenced this effort.
Activity Theory in Formal and Informal Science Education by Katerina Plakitsi (auth.), Katerina Plakitsi (eds.)