Undead theories : : constructivism, eclecticism and research in education / / David Geelan.

• VerfasserIn: Geelan, David,
• Place / Publishing House: Rotterdam ;, Taipei : : Sense Publishers,, [2006]; ©2006
• Year of Publication: 2006
• Language: English
• Physical Description: 1 online resource
• Notes: Bibliographic Level Mode of Issuance: Monograph

Theory is dead. . . long live theory! In this collection of linked essays, David Geelan explores the contentious relationship between theory and research in education. The first chapter proclaims the 'death of theory' in educational research, but the remainder of the book explores a number of the ways in which theory survives and thrives. A commitment to conducting educational research that directly serves students and teachers, and that changes the life in classrooms through negotiation and collaboration, not through prescription, requires new tools and new ways of using them. Such tools include narrative modes of conducting and representing research as well as a 'disciplined eclecticism' that emphasises choosing and using competing theories in intentional ways. Metaphorical descriptions from the philosophy of science - particularly Kuhn and Popper - have been influential in science education. David explores the value of such perspectives, and argues that although they have offered important insights for science education, their use has also 'forced other perspectives into blindness’. In the contexts of research methodology, educational philosophy, science education and educational technology, David talks about new 'places to stand and ways to look' but, more importantly, gives specific examples of the ways in which these methodological tools and philosophical perspectives have been used in his own teaching and research practices.

Table of Contents

Preliminary Material -- Undead Theories -- Section One – Theory and Disciplined Eclecticism -- The Death of Theory in Educational Research -- Feyerabend Revisited: Epistemological Anarchy and Disciplined Eclecticism in Educational Research -- Sketching some Postmodern Alternatives: Beyond Paradigms and Research Programs as Referents for Science Education -- Section Two – Building Constructivism -- Prior Knowledge, Prior Conceptions, Prior Constructs: What do Constructivists Really Mean, and are they Practising What they Preach? -- Epistemological Anarchy and the Many forms of Constructivism -- Section Three – Telling Stories to Explore Classroom Experience -- The Empty Centre: Power/Knowledge, Relationships and the Myth of ‘Student Centred Teaching’ in Teacher Education -- Learning to Communicate: Developing as a Science Teacher -- Weaving Narrative Nets to Capture School Science Classrooms -- Writing our Lived Experience: Beyond the (Pale) Hermeneutic? -- Section Four – Exploring Web-Based Communication -- Developing Distance Education Students’ Skills in Critically Self-Reflective Practice using Computer Mediated Communication -- Embodying our Values in our Teaching Practices: Building Open and Critical Discourse Through Computer Mediated Communication -- Can Teaching in a Virtual Classroom Enhance Real Learning? -- Places to Stand and Ways to Look -- Index -- References.