Joan Parker – författare

Like nearly every area of scholarly inquiry today, the biological sciences are broken into increasingly narrow fields and subfields, its practitioners divided into ecologists, evolutionary biologists, taxonomists, paleontologists, and much more. But all these splintered pieces have their origins in the larger field of natural history—and in this era where climate change and relentless population growth are irrevocably altering the world around us, perhaps it’s time to step back and take a new, fresh look at the larger picture.

The Essential Naturalist offers exactly that: a wide-ranging, eclectic collection of writings from more than eight centuries of observations of the natural world, from Leeuwenhoek to E. O. Wilson, from von Humboldt to Rachel Carson. Featuring commentaries by practicing scientists that offer personal accounts of the importance of the long tradition of natural history writing to their current research, the volume serves simultaneously as an overview of the field’s long history and as an inspirational starting point for new explorations, for trained scientists and amateur enthusiasts alike.

In the science classroom, there are some ideas that are as difficult for young students to grasp as they are for teachers to explain. Forces, electricity, light, and basic astronomy are all examples of conceptual domains that come into this category. How should a teacher teach them? The authors of this monograph reject the traditional separation of subject and pedagogic knowledge. They believe that to develop effective teaching for meaningful learning in science, we must identify how teachers themselves interpret difficult ideas in science and, in particular, what supports their own learning in coming to a professional understanding of how to teach science concepts to young children. To do so, they analyzed trainee and practising teachers’ responses to engaging with difficult ideas when learning science in higher education settings.

The text demonstrates how professional insight emerges as teachers identify the elements that supported their understanding during their own learning. In this paradigm, professional awareness derives from the practitioner interrogating their own learning and identifying implications for their teaching of science. The book draws on a significant body of critically analysed empirical evidence collated and documented over a five-year period involving large numbers of trainee and practising teachers. It concludes that it is essential to ‘problematize’ subject knowledge, both for learner and teacher.

The book’s theoretical perspective draws on the field of cognitive psychology in learning. In particular, the role of metacognition and cognitive conflict in learning are examined and subsequently applied in a range of contexts. The work offers a unique and refreshing approach in addressing the important professional dimension of supporting teacher understanding of pedagogy and critically examines assumptions in contemporary debates about constructivism in science education.