Jari Lavonen – författare

This book constitutes the refereed proceedings of the First International Congress on Education and Technology in Sciences, CISETC 2019, held in Arequipa, Peru, in December 2019. The papers are focused on the two main topics: pedagogical practice in the sciences, focused specificaly on science education;

This book constitutes the refereed proceedings of the First International Congress on Education and Technology in Sciences, CISETC 2019, held in Arequipa, Peru, in December 2019. The 12 full papers presented in the volume were carefully reviewed and selected from 96 submissions. The papers are focused on the two main topics: pedagogical practice in the sciences, focused specificaly on science education; and complementary aspects of science teaching, which considers all the elements that can contribute to science education.

This edited volume brings forth intriguing, novel and innovative research in the field of science education. The chapters in the book deal with a wide variety of topics and research approaches, conducted in various contexts and settings, all adding a strong contribution to knowledge on science teaching and learning. The book is comprised of selected high-quality studies that were presented at the 11th European Science Education Research Association (ESERA) Conference, held in Helsinki, Finland from 31 August to 4 September, 2015. The ESERA science education research community consists of professionals with diverse disciplinary backgrounds from natural sciences to social sciences. This diversity provides a rich understanding of cognitive and affective aspects of science teaching and learning in this volume. The studies in this book will invoke discussion and ignite further interest in finding new ways of doing and researching science education for the future and looking for international partners for both science education and science education research. The twenty-five chapters showcase current orientations of research in science education and are of interest to science teachers, teacher educators and science education researchers around the world with a commitment to evidence-based and forward-looking science teaching and learning.

This edited volume brings forth intriguing, novel and innovative research in the field of science education. The chapters in the book deal with a wide variety of topics and research approaches, conducted in various contexts and settings, all adding a strong contribution to knowledge on science teaching and learning. The book is comprised of selected high-quality studies that were presented at the 11th European Science Education Research Association (ESERA) Conference, held in Helsinki, Finland from 31 August to 4 September, 2015. The ESERA science education research community consists of professionals with diverse disciplinary backgrounds from natural sciences to social sciences. This diversity provides a rich understanding of cognitive and affective aspects of science teaching and learning in this volume. The studies in this book will invoke discussion and ignite further interest in finding new ways of doing and researching science education for the future and looking fo

r international partners for both science education and science education research. The twenty-five chapters showcase current orientations of research in science education and are of interest to science teachers, teacher educators and science education researchers around the world with a commitment to evidence-based and forward-looking science teaching and learning.

The twenty-five chapters showcase current orientations of research in science education and are of interest to science teachers, teacher educators and science education researchers around the world with a commitment to evidence-based and forward-looking science teaching and learning.

The teacher's role is changing rapidly throughout the world. Traditional ways of working as a teacher are being challenged and teachers are faced with new areas of expertise they need to manage as educational professionals. These characteristics, challenges, and changes in the teacher’s role have been identified internationally and are both conceptual and practical. Teachers’ work now includes much more than teaching in classrooms and has expanded to designing new learning environments, collaboration and networking with others and mentoring colleagues. The Teacher’s Role in the Changing Globalizing World addresses the significance of considering these issues, researching them, and emphasising the importance of actively influencing and protecting the parameters of the teacher role.

The teacher's role is changing rapidly throughout the world. Traditional ways of working as a teacher are being challenged and teachers are faced with new areas of expertise they need to manage as educational professionals. These characteristics, challenges, and changes in the teacher’s role have been identified internationally and are both conceptual and practical. Teachers’ work now includes much more than teaching in classrooms and has expanded to designing new learning environments, collaboration and networking with others and mentoring colleagues. The Teacher’s Role in the Changing Globalizing World addresses the significance of considering these issues, researching them, and emphasising the importance of actively influencing and protecting the parameters of the teacher role.

The teacher's role is changing rapidly throughout the world. Traditional ways of working as a teacher are being challenged and teachers are faced with new areas of expertise they need to manage as educational professionals. These characteristics, challenges, and changes in the teacher's role have been identified internationally and are both conceptual and practical. Teachers' work now includes much more than teaching in classrooms and has expanded to designing new learning environments, collaboration and networking with others and mentoring colleagues. The Teacher's Role in the Changing Globalizing World addresses the significance of considering these issues, researching them, and emphasising the importance of actively influencing and protecting the parameters of the teacher role.