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124 produkter
124 produkter
Del 1 - Contemporary Trends and Issues in Science Education
Authentic School Science
Knowing and Learning in Open-Inquiry Science Laboratories
Inbunden, Engelska, 1995
1 589 kr
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According to John Dewey, Seymour Papert, Donald Schon, and Allan Collins, school activities, to be authentic, need to share key features with those worlds about which they teach. This book documents learning and teaching in open-inquiry learning environments, designed with the precepts of these educational thinkers in mind. The book is thus a first-hand report of knowing and learning by individuals and groups in complex open-inquiry learning environments in science. As such, it contributes to the emerging literature in this field. Secondly, it exemplifies research methods for studying such complex learning environments. The reader is thus encouraged not only to take the research findings as such, but to reflect on the process of arriving at these findings. Finally, the book is also an example of knowledge constructed by a teacher-researcher, and thus a model for teacher-researcher activity.
Del 1 - Contemporary Trends and Issues in Science Education
Authentic School Science
Knowing and Learning in Open-Inquiry Science Laboratories
Häftad, Engelska, 1995
1 589 kr
Skickas inom 10-15 vardagar
According to John Dewey, Seymour Papert, Donald Schon, and Allan Collins, school activities, to be authentic, need to share key features with those worlds about which they teach. This book documents learning and teaching in open-inquiry learning environments, designed with the precepts of these educational thinkers in mind. The book is thus a first-hand report of knowing and learning by individuals and groups in complex open-inquiry learning environments in science. As such, it contributes to the emerging literature in this field. Secondly, it exemplifies research methods for studying such complex learning environments. The reader is thus encouraged not only to take the research findings as such, but to reflect on the process of arriving at these findings. Finally, the book is also an example of knowledge constructed by a teacher-researcher, and thus a model for teacher-researcher activity.
534 kr
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This book employs a set of theoretical frames to reveal a panorama of research findings having potential interest for educational researchers, policy makers, teacher educators and K-12 teachers. It maintains that ideal science classrooms feature creative and inquisitive students working together to solve problems that interest them. More learning occurs at centres of high pupil density and students who participate most in on-task activities are not necessarily those who contribute or learn most. The book identifies weaknesses of assessment based on products only, and highlights the advantages of using videotapes as sources for assessment. Roth shows that student learning is not only a result of individual sense-making efforts but involves interactions between living and artifactual components of a community of participants.
Del 3 - Contemporary Trends and Issues in Science Education
Designing Communities
Häftad, Engelska, 1997
534 kr
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This book employs a set of theoretical frames to reveal a panorama of research findings having potential interest for educational researchers, policy makers, teacher educators and K-12 teachers. It maintains that ideal science classrooms feature creative and inquisitive students working together to solve problems that interest them. More learning occurs at centres of high pupil density and students who participate most in on-task activities are not necessarily those who contribute or learn most. The book identifies weaknesses of assessment based on products only, and highlights the advantages of using videotapes as sources for assessment. Roth shows that student learning is not only a result of individual sense-making efforts but involves interactions between living and artifactual components of a community of participants.
1 062 kr
Skickas inom 10-15 vardagar
Global science education is a reality at the end of the 20th century - albeit an uneven reality - because of tremendous technological and economic pressures. Unfortunately, this reality is rarely examined in the light of what interests the everyday lives of ordinary people rather than the lives of political and economic elites. The purpose of this book is to offer insightful and thought-provoking commentary on both realities. The tacit question throughout the book is "Whose interests are being served by current science education practices and policies?" The various chapters offer critical analysis from the perspectives of culture, economics, epistemology, equity, gender, language, and religion in an effort to promote a reflective science education that takes place within, rather than taking over, the important cultural lives of people. The target audience for the book includes graduate students in education, science education and education policy professors, policy and government officials involved with education.
1 062 kr
Skickas inom 10-15 vardagar
Global science education is a reality at the end of the 20th century - albeit an uneven reality - because of tremendous technological and economic pressures. Unfortunately, this reality is rarely examined in the light of what interests the everyday lives of ordinary people rather than the lives of political and economic elites. The purpose of this book is to offer insightful and thought-provoking commentary on both realities. The tacit question throughout the book is "Whose interests are being served by current science education practices and policies?" The various chapters offer critical analysis from the perspectives of culture, economics, epistemology, equity, gender, language, and religion in an effort to promote a reflective science education that takes place within, rather than taking over, the important cultural lives of people. The target audience for the book includes graduate students in education, science education and education policy professors, policy and government officials involved with education.
1 589 kr
Skickas inom 10-15 vardagar
This book offers a justification for the inclusion of the history and philosophy of science in science teaching with methods by which this vital content can be shared with a variety of learners. It provides a definition of the elements of the nature of science applicable in instruction with a range of methods by which students and teachers can experience aspects of this important field. This book is designed for all of those involved in the science teaching enterprise. Science methods instructors, science education graduate students and science teachers will find a variety of plans by which they can share the content of the nature of science with their students while benefitting from the background and history provided into the role and history of the nature of science in science teaching. A concluding section contains a complete analysis of the variety of tools developed thus far to assess learning in this domain.
Del 6 - Contemporary Trends and Issues in Science Education
Examining Pedagogical Content Knowledge
The Construct and its Implications for Science Education
Inbunden, Engelska, 1999
1 589 kr
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Since its emergence, the construct of pedagogical content knowledge (PCK) has significantly impacted preservice and inservice teacher education, educational policy, and educational research. PCK has served to re-focus educators' attention on the important role of subject matter in educational practice and away from the more generic approach to teacher education that dominated the field prior to 1975. This text summarizes the theory, research and practice related to pedagogical content knowledge. The audience is provided with a functional understanding of the basic tenets of the construct as well as its applications to research on science teacher education and the development of science teacher education programmes. The authors are prominent educators representing a variety of subject matter areas at primary and secondary levels. Although the focus of the text is science education, it should provide useful reading for any individuals with interests in professional teacher education.
Del 5 - Contemporary Trends and Issues in Science Education
Nature of Science in Science Education
Rationales and Strategies
Häftad, Engelska, 2000
1 589 kr
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The Nature of Science in Science Education is the first book to blend a justification for the inclusion of the history and philosophy of science in science teaching with methods by which this vital content can be shared with a variety of learners.
1 062 kr
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A look at the knowledge teachers have and use, how context influences teachers' work, and the role of reflection and collaboration in teachers' learning. Australian authors.
1 062 kr
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Teachers' Learning: Stories of Science Education is aimed at science educators who wish for a deeper understanding of how teachers learn to teach science and the role of stories in reporting science education research. It is a fascinating look at the knowledge teachers have and use, how context influences teachers' work, and the role of reflection and collaboration in teachers' learning. At the core of each chapter is a story or group of stories written by or about teachers. These stories serve as a form of data to build a set of arguments about how science teachers grow and the possibilities for change in teaching. This book is designed for all those involved in the science teaching enterprise. Pre-service teachers, graduate students and science education researchers are invited to utilise both the findings about teachers' learning and the research processes employed to develop those findings.
1 545 kr
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This work describes a number of international comparative studies of pupils' achievement, and examines the factors associated with successful teaching and learning and with school effectiveness. It describes the usefulness of such studies for policy makers, test designers, researchers and teachers, while offering a realistic and critical account of their limitations. Both large and small scale studies are considered, and particular attention is given to the contribution that international comparative research can make to raising the standards of work, especially in school science and mathematics, in different educational systems.
Everyday Thoughts about Nature
A Worldview Investigation of Important Concepts Students Use to Make Sense of Nature with Specific Attention of Science
Inbunden, Engelska, 2000
1 062 kr
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Dr. Olcbee Lee SchoolofEducation, UniversityofMiami Coral Gables, Florida 33124 I remember my excitement and appreciation several years ago when I first read World View Theory and Science Education Research by Bill Cobern (1991). It was a comprehensive, theoretical discussion ofworldview theory in science education. I am delighted to see that Cobern has taken the next step to provide empirical accountsofworldview in Everyday Thoughts about Nature. . The primary goal of the book is to understand how typical- ninth grade students and their science teachers think about Nature or the natural world, and how their thoughts are related to science. In pursuing this goal, the book raises a basicquestion about the purpose ofscienceeducationfor the public: Should science education seek to educate "scientific thinkers" in the pattern of the science teachers? Or, should science education seek to foster sound science learning within the matrices ofvari- ous cultural perspectives? (p. 3) The answer to this question becomes clear, thanks to Cobern's excellent research and persuasivearguments.First, this research takes a humanistic approach in understanding what students and teachers think about Nature "through the language and ideas voluntarily expressed" (p. I). The research used multi- directional prompts and encouraged students and teachers to speak freely and at length in any directions they wished. This humanistic approach is stated clearly: "[T]he research seeks to illuminate some of the various ways in which students think aboutNature withoutjudging eventhe most unorthodox perspectives" (p. 14).
Del 9 - Contemporary Trends and Issues in Science Education
Everyday Thoughts about Nature
A Worldview Investigation of Important Concepts Students Use to Make Sense of Nature with Specific Attention of Science
Häftad, Engelska, 2000
1 062 kr
Skickas inom 10-15 vardagar
Dr. Olcbee Lee SchoolofEducation, UniversityofMiami Coral Gables, Florida 33124 I remember my excitement and appreciation several years ago when I first read World View Theory and Science Education Research by Bill Cobern (1991). It was a comprehensive, theoretical discussion ofworldview theory in science education. I am delighted to see that Cobern has taken the next step to provide empirical accountsofworldview in Everyday Thoughts about Nature. . The primary goal of the book is to understand how typical- ninth grade students and their science teachers think about Nature or the natural world, and how their thoughts are related to science. In pursuing this goal, the book raises a basicquestion about the purpose ofscienceeducationfor the public: Should science education seek to educate "scientific thinkers" in the pattern of the science teachers? Or, should science education seek to foster sound science learning within the matrices ofvari- ous cultural perspectives? (p. 3) The answer to this question becomes clear, thanks to Cobern's excellent research and persuasivearguments.First, this research takes a humanistic approach in understanding what students and teachers think about Nature "through the language and ideas voluntarily expressed" (p. I). The research used multi- directional prompts and encouraged students and teachers to speak freely and at length in any directions they wished. This humanistic approach is stated clearly: "[T]he research seeks to illuminate some of the various ways in which students think aboutNature withoutjudging eventhe most unorthodox perspectives" (p. 14).
1 062 kr
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The text presents the stories in the spirit of moving forward to inform science educators world-wide engaged in science teacher education and reform efforts. This volume should help science educators think globally about issues and values in science education, while providing ideas for taking local action.
Del 11 - Contemporary Trends and Issues in Science Education
Mapping Biology Knowledge
Inbunden, Engelska, 2000
1 062 kr
Skickas inom 10-15 vardagar
This work addresses two key topics in the context of biology: promoting meaningful learning and knowledge mapping as a strategy for achieving this goal. Meaning-making and meaning-building are examined from multiple perspectives throughout the book. In many biology courses, students become so mired in detail that they fail to grasp the big picture. Various strategies are proposed for helping instructors focus on the big picture, using the "need to know" principle to decide the level of detail students must have in a given situation. The metacognitive tools described here serve as support systems for the mind, creating an arena in which learners can operate on ideas. They include concept maps, cluster maps, webs, semantic networks, and conceptual graphs. These tools, compared and contrasted in this book, are also useful for building and assessing students' content and cognitive skills. The expanding role of computers in mapping biology knowledge is also explored.
Del 12 - Contemporary Trends and Issues in Science Education
Formative Assessment and Science Education
Inbunden, Engelska, 2000
1 167 kr
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Formative Assessment and Science Education documents the findings of a research project which investigated the ways in which teachers and students used formative assessment to improve the teaching and learning of science in some New Zealand classrooms. The research documented in this book used the definition of formative assessment as `the process used by teachers and students to recognise and respond to students' learning, in order to enhance that learning, during the learning'. The book contains one detailed case study from the research, as well as cameos of instances of formative assessment. The book also contains two summaries of the research findings - a model developed to describe the process of formative assessment used by the teachers and students involved in the research, and a summary of the characteristics of formative assessment. The findings are also theorised with respect to sociocultural and discursive views of learning. This research will be of interest to graduate students and researchers, as well as teacher educators, curriculum developers, and assessment specialists.
Del 12 - Contemporary Trends and Issues in Science Education
Formative Assessment and Science Education
Häftad, Engelska, 2000
1 167 kr
Skickas inom 10-15 vardagar
Formative Assessment and Science Education documents the findings of a research project which investigated the ways in which teachers and students used formative assessment to improve the teaching and learning of science in some New Zealand classrooms. The research documented in this book used the definition of formative assessment as `the process used by teachers and students to recognise and respond to students' learning, in order to enhance that learning, during the learning'. The book contains one detailed case study from the research, as well as cameos of instances of formative assessment. The book also contains two summaries of the research findings - a model developed to describe the process of formative assessment used by the teachers and students involved in the research, and a summary of the characteristics of formative assessment. The findings are also theorised with respect to sociocultural and discursive views of learning. This research will be of interest to graduate students and researchers, as well as teacher educators, curriculum developers, and assessment specialists.
1 062 kr
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This text is aimed at science educators who desire to improve upon traditional methods for science teaching and learning. It provides background, theoretical research-based frameworks, guidelines, and concrete examples for the implementation and assessment of innovative models of science learning, teaching, and professional preparation. Chapters deal with collaboration, apprenticeship, partnerships, gender equity, science literacy, new technologies, integrated-science curricula, and critical multiculturalism. Each chapter ties threads to national standards for science teaching and preparation, which should facilitate greater enactment of these standards in both schools and universities.
Del 14 - Contemporary Trends and Issues in Science Education
Science Communication in Theory and Practice
Inbunden, Engelska, 2001
1 589 kr
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This guide provides an overview of the theory and practice of science communication. It covers the whole area and illustrates it by looking at the experience of research workers in science communication and those whose task is to put science communication into practice. It deals with modes of informal communication such as science centres, television programmes, and journalism and the research that informs practitioners about the effectiveness of their programmes.
Del 14 - Contemporary Trends and Issues in Science Education
Science Communication in Theory and Practice
Häftad, Engelska, 2001
1 695 kr
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Hereafter you will find a first: a comprehensive textbook on the communication of sciencein theory and practice! Is there a need for such a textbook? Obviously, yes! Whether you are a scientist, a science journalist, a science teacher, a science museum specialist, a scientific website designer, a science historian, a science entertainer, a member of a scientific society or club, a science tinkerer - there is always a chance that you will be enthusiastic about the job of communicating science, but uncertain about whether you do it well. This book exposes you to the practices of others by reviewing science communication case studies or by inviting you to plunge into the underlying rationale of theoretical approaches to science communication. These are different opportunities for comparing your experience with the practices or reflections of others. The conversation can even be established and furthered with the authors of some of these case studies or of the theories presented in this book by using their website and possibly their email addresses. This book, like a composite, gathers contributions from experts from most of the above mentioned fields. A lot of practices are discussed and they are among the very best practices according to common professional wisdom in the field. Those practices are also reflected upon in an attempt to be somewhat theoretical.
1 062 kr
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Analysis of past developments in teacher education in Pakistan has shown that substantial progress has been made in this field. It has, however, been pointed out that education of science teachers still needs much improvement. At the present, there is an emergent need to meet the shortage of qualified science teachers and at the same time to bring qualitative improvements in the courses offered in teacher education institutions. First, we recommend that the 1-year duration of teacher preparation is grossly inadequate for all teaching courses, and should be lengthened, and the qualifications for entrance be increased. We believe that teaching must be made a graduate profession. For example, the basic qualification of primary school teachers for admission to teacher education institution should be increased. We recommend that PTC should be made a 12 + 2 year program. Similarly, CT, 12 + 3; B. Ed. , 14 + 2; B. S. Ed. , 12 + 4; M. A. Ed. , 14 + 3; and M. Ed. one year after B. Ed. or B. S. Ed. Secondly, we think the quality of instruction in teacher preparation programs should be improved. Most teachers in the teacher preparation institutions use the lecture method most of the time. Prospective teachers behave like passive listeners to their teachers. They do not participate in the teaching/ learning process. Some instructors even dictate their notes to the preservice teachers. When the teachers join schools, they behave the same way.
1 062 kr
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Mapping Biology Knowledge addresses two key topics in the context of biology, promoting meaningful learning and knowledge mapping as a strategy for achieving this goal. Meaning-making and meaning-building are examined from multiple perspectives throughout the book. In many biology courses, students become so mired in detail that they fail to grasp the big picture. Various strategies are proposed for helping instructors focus on the big picture, using the `need to know' principle to decide the level of detail students must have in a given situation. The metacognitive tools described here serve as support systems for the mind, creating an arena in which learners can operate on ideas. They include concept maps, cluster maps, webs, semantic networks, and conceptual graphs. These tools, compared and contrasted in this book, are also useful for building and assessing students' content and cognitive skills. The expanding role of computers in mapping biology knowledge is also explored.
Del 6 - Contemporary Trends and Issues in Science Education
Examining Pedagogical Content Knowledge
The Construct and its Implications for Science Education
Häftad, Engelska, 2001
1 589 kr
Skickas inom 10-15 vardagar
Since its emergence over two decades ago, the construct of pedagogical content knowledge (PCK) has significantly impacted preservice and inservice teacher education, educational policy, and educational research.
1 062 kr
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The authors propose the science curriculum concept of "Global Science Literacy", justifying its use internationally with reference to the nature of science, the probable direction of science in the 21st century, the capability for GSL to develop inter-cultural understanding, and its relevance to non-Western cultures and traditions. GSL curricula are organized conceptually rather than by science discipline, include objectives from the social studies construct of global education, and represent the broad spectrum of science methodologies, not just those of the physical sciences. The book is divided into three sections. In the first section, the concept of Global Science Literacy and the justification of its use for science curricula internationally are developed. The second section describes learning environments that are especially appropriate for GSL curricula. The third and last section provides ideas and approaches for developing aspects of GSL curricula.
1 589 kr
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This title includes an edited collection of papers containing illustrations of teaching approaches and of students' learning acquisitions in the science teaching laboratory, presentation of new evaluation tools, and theoretical frames and positions concerning laboratory work. It aims to improve both the design and the organisation of innovative laboratory practices and to provide tools and exemplary results for the evaluation of their effectiveness, adequate for labwork in order to promote students' scientific understanding in a variety of countries. The book focuses the discussion on the role of labwork in upper secondary and in higher education. The papers are based on research and developmental work carried out in five European countries in the context of the European Project "Labwork in Science Education" (LSE), which was funded by the European Union, and provide a unique framework for gaining deeper insights into the role of experimentation in science teaching and learning in a variety of contexts.
2 117 kr
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Chemical education is essential to everybody because it deals with ideas that play major roles in personal, social, and economic decisions. This book is based on three principles: that all aspects of chemical education should be associated with research; that the development of opportunities for chemical education should be both a continuous process and be linked to research; and that the professional development of all those associated with chemical education should make extensive and diverse use of that research. The book is intended for: pre-service and practising chemistry teachers and lecturers; chemistry teacher educators; chemical education researchers; the designers and managers of formal chemical curricula; informal chemical educators; authors of textbooks and curriculum support materials; practising chemists and chemical technologists. It addresses: the relation between chemistry and chemical education; curricula for chemical education; teaching and learning about chemical compounds and chemical change; the development of teachers; and the development of chemical education as a field of enquiry.
Neurological Basis of Learning, Development and Discovery
Implications for Science and Mathematics Instruction
Inbunden, Engelska, 2003
1 637 kr
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This title is designed for practising science and mathematics educators and researchers, including graduate students, science and math teachers, and other teachers interested in developing a sound theoretical and empirical basis for curriculum development and instruction grounded in what is known about how the brain works and develops. The book: links neural physiology and neural network theory with cognition and instructional practice; grounds the contemporary emphasis on inquiry and constructivism in epistemological, philosophical and developmental theory; links neural network theory, learning theory, conceptual change theory, and scientific discovery to classroom practice; provides examples of scientifically-based research in education as a guide for science and math educators and graduate students; has examples of lessons that can teach discipline-specific concepts as well as provoke the development of general reasoning/argumentative skills; and can be used in graduate-level courses in science education and in-service courses for science teachers.
2 328 kr
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Chemical education is essential to everybody because it deals with ideas that play major roles in personal, social, and economic decisions. This book is based on three principles: that all aspects of chemical education should be associated with research; that the development of opportunities for chemical education should be both a continuous process and be linked to research; and that the professional development of all those associated with chemical education should make extensive and diverse use of that research. The book is intended for: pre-service and practising chemistry teachers and lecturers; chemistry teacher educators; chemical education researchers; the designers and managers of formal chemical curricula; informal chemical educators; authors of textbooks and curriculum support materials; practising chemists and chemical technologists. It addresses: the relation between chemistry and chemical education; curricula for chemical education; teaching and learning about chemical compounds and chemical change; the development of teachers; and the development of chemical education as a field of enquiry.
Role of Moral Reasoning on Socioscientific Issues and Discourse in Science Education
Inbunden, Engelska, 2003
1 062 kr
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This work directly addresses moral reasoning and socioscientific discourse. It provides a theoretical framework to rethink what a "functional view" of scientific literacy entails by examining how the nature of science issues, classroom discourse issues, cultural issues, and science-technology-society-environment case-based issues contribute to developing habits of mind about socioscientific content. The philosophical, psychological and pedagogical considerations underpinning the role of moral reasoning and the status of socioscientific issues in science education have been succinctly expressed and elucidated in this book. Science teachers, teacher educators, researchers, curriculum designers, politicians, and organizations interested in educational and political reform should find this volume relevant to their work. The extensive coverage of topics makes this book excellent for both theoretical and practical purposes.