Autobiostories Promoting Emotional Insights into the Teaching and Learning of Secondary Science (Mellen Studies in Education)

The emotional aspects of classroom experience are vastly under-estimated in their implications for learning, according to Robinson (education and human development, State U. of New York College at Brockport) despite efforts by the American Psychological Association to elevate affective issues in learning to parity with cognitive. Having coined the term "autobiostories" to represent the critical autobiographical narratives of his own and secondary science teachers' classroom experiences, the author shares these stories with the aim of inducing education students, teachers, and researchers employing qualitative methods to rethink classroom practices in relation to care and gender, self-esteem and competition, empathy and racism, and science and religion. Annotation c. Book News, Inc., Portland, OR (booknews.com)