Basics of qualitative research: Grounded theory procedures and techniques

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Narrative Methods for the Human Sciences

Merchants of Doubt. How a Handful of Scientists Obscured the Truth on Issues from Tobacco Smoke to Global Warming

A prevalent and pervasive view of designing is that it can be modeled using variables and decisions made about what values should be taken by these variables. The activity of designing is carried out with the expectation that the designed artifact will operate in the natural world and the social world. These worlds impose constraints on the variables and their values; so, design could be described as a goal-oriented, constrained, decision- making activity. However, design distinguish- es itself from other similarly described activities not only by its domain but also by additional necessary features. Designing involves exploration, exploring what variables might be appropriate. The process of explo- ration involves both goal variables and deci- sion variables. In addition, designing involves learning: Part of the exploration activity is learning about emerging features as a design proceeds. Finally, design activity occurs within two contexts: the context within which the designer operates and the context produced by the developing design itself. The designer’s perception of what the context is affects the implication of the context on the design. The context shifts as the designer’s perceptions change. Design activity can be now characterized as a goal-oriented, con- strained, decision-making, exploration, and learning activity that operates within a con- text that depends on the designer’s percep- tion of the context.

Design Prototypes: A Knowledge Representation Schema for Design

This book engages with the politics of social and environmental justice, and seeks new ways to think about the future of urbanization in the twenty-first century. It establishes foundational concepts for understanding how space, time, place and nature the material frames of daily life are constituted and represented through social practices, not as separate elements but in relation to each other. It describes how geographical differences are produced, and shows how they then become fundamental to the exploration of political, economic and ecological alternatives to contemporary life.

Justice, Nature and the Geography of Difference

Human-caused climate change is a dominant global challenge. Unlike other disciplines and fields, there has as yet been only limited attention to climate change in educational research generally, and in educational foundations in particular. Education is key to assisting humanity in mitigating and adapting to climate change, and educational researchers working within diverse disciplinary and methodological traditions and a broad array of research contexts need to engage in this most pressing of challenges. We argue that the field needs a new commitment to a form of educational justice appropriately scaled to the size of the challenge we face. We address this gap by reviewing current thinking on the human dimensions of climate change and summarizing what research has been conducted in the area of climate change education as a means of identifying a range of possibilities for educational research and praxis.

Expanding the Foundation: Climate Change and Opportunities for Educational Research

This paper analyzes recent research conclusions regarding biology teacher attitudes toward evolution, and the variable implementation of evolution in the high schools nationwide. Berkman and Plutzer (2010. Evolution, creationism, and the battle to control America's classrooms. New York: Cambridge University Press) conclude that due to a large portion of high school biology teachers compromising or downplaying evolution in the curriculum, the placement of evolution specific courses in biology teacher preparation programs will steer evolution deniers away from the field. In this paper, such arguments are situated in a larger historical and philosophical context of science education. By discussing recent sociological insight into the religiosity of education majors and education faculty, new questions are raised about student and teacher ontology, what this means for understanding science, the politics of science teacher education programs, and the epistemological and ethical limits of science education standards to dissolve Creationism. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 49: 122–139, 2012

https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.20445

The politics of teaching evolution, science education standards, and Being a creationist

Evolution and Religion in American Education

Prologue: Darwin's Apocalypse.- Chapter 1: Evolution Education: A Lay of the Land.- Chapter 2: Evolution and the End of a World.- Chapter 3: Evolution and Religion.- Chapter 4: Evolution and the Structure of Worldview Change.- Chapter 5: Evolution, the University, and the Social Construction of Conflict.- Chapter 6: Evolution Education from Campus to Home.- Chapter 7: Darwin's Hammer and John Henry's Hammer.- Epilogue: How science's ideologues fail evolution, or: Richard Dawkins and the Madman.- References.

Evolution and Religion in American Education: An Ethnography

In Chap. 3, I illustrate Creationist students’ strong resistance toward evolution through interviews, and describe the cultural basis of this. Following Flyjverg’s (2006) program of “phronetic” social science, I examine what an extreme case or cases can teach us about the general. To do this, I start by presenting a student religious leader who heads a congregation of hundreds of students actively standing against evolution within the content of their campus faith programming. As I detail, Creationists have had their epistemology socially shaped against evolution, and are the least likely among their peers to recognize the sociality of these influences on their lives. I next illustrate how social learning against evolution, through the epistemological politics of their families and social networks, has allowed them to avoid difficult questions regarding science, their faith, and existence. As I demonstrate using a phenomenological analytic approach, Creationists experience existential anxiety when challenged to move past the absolutism of their religiously grounded epistemology during evolution education.

https://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1105&context=gradschool_diss

Evolution and the End of a World

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