Science Education During Early Childhood a Culturalhistorical Perspective

This book explores the topic of teacher cognition, making use of sociocultural theory as a framework to understand what teachers know, think, believe and do in their professional contexts through ‘applied’ conversation analysis. The author examines what teaching and learning mean to teachers by analyzing the interactional work they do with their students, considering when and why teachers make interactive decisions as well as how they utilize new technological tools to address their pedagogical objectives.

The Language of Science Education: An Expanded Glossary of Key Terms and Concepts in Science Teaching and Learning is written expressly for science education professionals and students of science education to provide the foundation for a shared vocabulary of the field of science teaching and learning. Science education is a part of education studies but has developed a unique vocabulary that is occasionally at odds with the ways some terms are commonly used both in the field of education and in general conversation.

The book begins with a review of zoonotic pandemics of the past: the “Black Death” or bubonic plague of the Middle Ages, the Spanish Influenza pandemic (derived from avian influenza) of the early 20th century, to the more modern pandemic of AIDS/HIV infection, which originated in Africa from primates.

Imagining Hinduism examines how Hinduism has been defined, interpreted and manufactured through Western categorizations, from the foreign interventions of eighteenth and nineteenth-century Orientalists and missionaries, to the present day.