Skip to main content
Log in

Panagiotis V. Kokkotas, Katerina S. Malamitsa and Aikaterini A. Rizaki (Ed.): Adapting Historical Knowledge Production to the Classroom

Sense Publishers, Rotterdam, 2011, ISBN: 978-94-6091-347-1, 258 pp, price: US $49.00

  • Book Review
  • Published:
Science & Education Aims and scope Submit manuscript

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

References

  • Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103(1), 1–18.

    Article  Google Scholar 

  • Barab, S. A., Barnett, M., & Squire, K. (2002). Developing an empirical account of a community of practice: Characterizing the essential tensions. Journal of the Learning Sciences, 11(4), 489–542.

    Article  Google Scholar 

  • Billig, M. (1989). Arguing and thinking: A rhetorical approach to social psychology. Cambridge: Cambridge University Press.

    Google Scholar 

  • Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31(1), 21–32.

    Google Scholar 

  • Caponi, G. (2005). O Darwinismo e seu Outro: A Teoria Transformacional da Evolução. Scientiae Studia, 3(2), 233–242.

    Google Scholar 

  • Carvalho, I. N., Nunes-Neto, N. F., & El-Hani, C. N. (2011). Como Selecionar Conteúdos de Biologia para o Ensino Médio? Revista de Educação, Ciências e Matemática, 1(1), 67–100.

    Google Scholar 

  • Chevallard, Y. (1989). On didactic transposition theory: Some introductory notes. In International symposium on selected domains of research and development in mathematics education, proceedings (pp. 51–62). Bratislava, Slovakia. http://yves.chevallard.free.fr/spip/spip/article.php3?id_article=122. Accessed January 1, 2012.

  • Cobern, W. W. (1996). Worldview theory and conceptual change in science education. Science Education, 80(5), 579–610.

    Article  Google Scholar 

  • Cobern, W. W., & Loving, C. C. (2001). Defining “science” in a multicultural world: Implications for science education. Science Education, 85(1), 50–67.

    Article  Google Scholar 

  • Dalgarno, N., & Colgan, L. (2007). Supporting novice elementary mathematics teachers’ induction in professional communities and providing innovative forms of pedagogical content knowledge development through information and communication technology. Teaching and Teacher Education, 23(7), 1051–1065.

    Article  Google Scholar 

  • El-Hani, C. N., & Greca, I. M. (2010). Bridging the research-practice gap in science education with a virtual community of practice. In XIV IOSTE symposiumSocio-cultural and human values in science and technology education: Conference proceedings (pp. 408–420). Institute for Innovation and Development of University, Ljubljana.

  • El-Hani, C. N., & Greca, I. M. (2011). Participação em uma Comunidade Virtual de Prática Desenhada como Meio de Diminuir a Lacuna Pesquisa-prática na Educação em Biologia. Ciência e Educação, 17(3), 579–601.

    Article  Google Scholar 

  • El-Hani, C. N., & Mortimer, E. F. (2007). Multicultural education, pragmatism, and the goals of science teaching. Cultural Studies of Science Education, 2(3), 657–702.

    Article  Google Scholar 

  • El-Hani, C. N., & Sepulveda, C. (2010). The relationship between science and religion in the education of protestant biology pre-service teachers in a Brazilian University. Cultural Studies of Science Education, 5(1), 103–125.

    Article  Google Scholar 

  • El-Hani, C. N., Almeida, M. A., Reis. V. P. G. S., Muniz, C. R. R., Carneiro, M. C. L., Teles, J. B. Jr., et al. (2011) A Natureza da Pesquisa Docente: A Experiência de um Grupo Colaborativo de Pesquisa. In Atas do VIII Encontro de Pesquisa em Educação em Ciências (ENPEC). ABRAPEC, Campinas, SP.

  • Falk, R. (1986). What is a gene? Studies in the History and Philosophy of Science, 17(2), 133–173.

    Article  Google Scholar 

  • Gagliardi, R. (1986). Los Conceptos Estructurales en el Aprendizaje por Investigación. Enseñanza de las Ciencias, 4(1), 30–35.

    Google Scholar 

  • Gould, S. J. (1999). Rock of ages: Science and religion in the fullness of life. New York, NY: Ballantine Books.

    Google Scholar 

  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.

    Book  Google Scholar 

  • Lederman, N. G. (2006). Nature of science: Past, present, and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research in science education (pp. 831–879). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Levins, R., & Lewontin, R. (1985). The dialectical biologist. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Lewontin, R. (2000). The triple helix: Gene, organism, and environment. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Lieberman, A. (1996). Creating intentional learning communities. Educational Leadership, 54(3), 51–55.

    Google Scholar 

  • Mahner, M., & Bunge, M. (1996). Is religious education compatible with science education? Science & Education, 5(2), 91–99.

    Article  Google Scholar 

  • Matthews, M. R. (1994). Science teaching: The role of history and philosophy of science. New York, NY: Routledge.

    Google Scholar 

  • Mayer, R. E. (2004). Should There be a three-strikes rule against pure discover learning? The case for guided methods of instruction. American Psychologist, 59(1), 14–19.

    Article  Google Scholar 

  • Mortimer, E. F., & Scott, P. H. (2003). Meaning making in secondary science classrooms. Maidenhead: Open University Press.

    Google Scholar 

  • Nord, W. (1999, September). Science, religion, and education. The Phi Delta Kappan, 81(1), 28–33.

  • Peters, T., & Bennett, G. (Eds.). (2003). Bridging science and religion. Minneapolis, MN: Augsburg Fortress.

    Google Scholar 

  • Poole, M. (1996). … For more and better religious education. Science & Education, 5(2), 165–174.

    Article  Google Scholar 

  • Rényi, J. (1996). Teachers take charge of their learning: Transforming professional development for student success. Washington, DC: National Foundation for the Improvement of Education. http://www.eric.ed.gov/PDFS/ED401251.pdf. Accessed October 4, 2011.

  • Schlager, M. S., Fusco, J., & Schank, P. (2002). Evolution of an on-line education community of practice. In K. A. Renninger & W. Shumar (Eds.), Building virtual communities: Learning and change in cyberspace (pp. 129–158). Cambridge: Cambridge University Press.

    Chapter  Google Scholar 

  • Scott, P. H., Mortimer, E. F., & Aguiar, O. G. (2006). The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons. Science Education, 90(4), 605–631.

    Article  Google Scholar 

  • Sepulveda, C. (2010). Perfil Conceitual de Adaptação: Uma Ferramenta para Análise de Discurso de Salas de Aula de Biologia em Contextos de Ensino de Evolução. Ph.D. thesis on history, philosophy, and science teaching. Federal University of Bahia and State University of Feira de Santana, Brazil. http://www.twiki.ufba.br/twiki/pub/PPGEFHC/DissertacoesPpgefhc/TESE_CLAUDIA_DE_ALENCAR_SERRA_E_SEPULVEDA_2010.pdf. Accessed January 11, 2012.

  • Sepulveda, C., Nunes-Neto, N. F., & El-Hani, C. N. (2011). O Valor Heurístico e Pedagógico da Linguagem Teleológica no Ensino de Evolução. In Atas do VIII Encontro de Pesquisa em Educação em Ciências (ENPEC). ABRAPEC, Campinas, SP.

  • Smith, M. U., & Siegel, H. (2004). Knowing, believing, and understanding: What goals for science education? Science & Education, 13(6), 553–582.

    Article  Google Scholar 

  • Sober, E. (1993). The nature of selection: Evolutionary theory in philosophical focus. Chicago, IL: The University of Chicago Press.

    Google Scholar 

  • Tan, O.-S. (2003). Problem-based learning innovation: Using problems to power learning in the 21st century. Singapore: CENGAGE Learning.

    Google Scholar 

  • Tan, O.-S. (2004). Enhancing thinking through problem-based learning approaches: International perspectives. Singapore: CENGAGE Learning.

    Google Scholar 

  • Tobias, S., & Duffy, T. M. (Eds.). (2009). Constructivist theory applied to instruction: Success or failure?. New York, NY: Taylor & Francis.

    Google Scholar 

  • Vanderlinde, R., & Van Braak, J. (2010). The gap between educational research and practice: Views of teachers, school leaders, intermediaries and researchers. British Educational Research Journal, 36(2), 299–316.

    Article  Google Scholar 

  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press.

    Google Scholar 

  • Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press.

    Google Scholar 

  • Wisker, G., Robinson, G., & Shacham, M. (2007). Postgraduate research success: Communities of practice involving cohorts, guardian supervisors and online communities. Innovations in Education and Teaching International, 44(3), 301–320.

    Article  Google Scholar 

  • Woolnough, B. (1996). On the fruitful compatibility of religious education and science. Science & Education, 5(2), 175–183.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Charbel N. El-Hani.

Rights and permissions

Reprints and permissions

About this article

Cite this article

El-Hani, C.N., Nunes-Neto, N.F. Panagiotis V. Kokkotas, Katerina S. Malamitsa and Aikaterini A. Rizaki (Ed.): Adapting Historical Knowledge Production to the Classroom . Sci & Educ 21, 1357–1373 (2012). https://doi.org/10.1007/s11191-012-9471-7

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11191-012-9471-7

Navigation