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Hodson (science education, U. of Toronto) discusses how the goal of critical scientific literacy can be achieved by all students through personalization. Current thinking in situated cognition and learning through apprenticeship are employed to build a sociocultural learning model based on a vigorous learning community, in which the teacher act as facilitator, co-learner, and anthropologist. Later chapters describe how these theoretical arguments are translated into classroom practice through a coherent inquiry-oriented pedagogy, involving a more critical and wide-ranging use of hands-on and language-based learning than is usual on science education. Distributed by Taylor & Francis. Annotation c. by Book News, Inc., Portland, Or.
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