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Author: Sibel Erduran
Publisher: Royal Society of Chemistry
ISBN: 1788015797
Category : Education
Languages : en
Pages : 319
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Book Description
Many studies have highlighted the importance of discourse in scientific understanding. Argumentation is a form of scientific discourse that plays a central role in the building of explanations, models and theories. Scientists use arguments to relate the evidence that they select from their investigations and to justify the claims that they make about their observations. The implication is that argumentation is a scientific habit of mind that needs to be appropriated by students and explicitly taught through suitable instruction. Edited by Sibel Erduran, an internationally recognised expert in chemistry education, this book brings together leading researchers to draw attention to research, policy and practice around the inclusion of argumentation in chemistry education. Split into three sections: Research on Argumentation in Chemistry Education, Resources and Strategies on Argumentation in Chemistry Education, and Argumentation in Context, this book blends practical resources and strategies with research-based evidence. The book contains state of the art research and offers educators a balanced perspective on the theory and practice of argumentation in chemistry education.
Author: Sibel Erduran
Publisher: Royal Society of Chemistry
ISBN: 1788015797
Category : Education
Languages : en
Pages : 319
Get Book Here
Book Description
Many studies have highlighted the importance of discourse in scientific understanding. Argumentation is a form of scientific discourse that plays a central role in the building of explanations, models and theories. Scientists use arguments to relate the evidence that they select from their investigations and to justify the claims that they make about their observations. The implication is that argumentation is a scientific habit of mind that needs to be appropriated by students and explicitly taught through suitable instruction. Edited by Sibel Erduran, an internationally recognised expert in chemistry education, this book brings together leading researchers to draw attention to research, policy and practice around the inclusion of argumentation in chemistry education. Split into three sections: Research on Argumentation in Chemistry Education, Resources and Strategies on Argumentation in Chemistry Education, and Argumentation in Context, this book blends practical resources and strategies with research-based evidence. The book contains state of the art research and offers educators a balanced perspective on the theory and practice of argumentation in chemistry education.
Author: Sibel Erduran
Publisher: Springer
ISBN: 3030153266
Category : Science
Languages : en
Pages : 208
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Book Description
This book synthesizes theoretical perspectives, empirical evidence and practical strategies for improving teacher education in chemistry. Many chemistry lessons involve mindless “cookbook” activities where students and teachers follow recipes, memorise formulae and recall facts without understanding how and why knowledge in chemistry works. Capitalising on traditionally disparate areas of research, the book investigates how to make chemistry education more meaningful for both students and teachers. It provides an example of how theory and practice in chemistry education can be bridged. It reflects on the nature of knowledge in chemistry by referring to theoretical perspectives from philosophy of chemistry. It draws on empirical evidence from research on teacher education, and illustrates concrete strategies and resources that can be used by teacher educators. The book describes the design and implementation of an innovative teacher education project to show the impact of an intervention on pre-service teachers. The book shows how, by making use of visual representations and analogies, the project makes some fairly abstract and complex ideas accessible to pre-service teachers.
Author: Sibel Erduran
Publisher: Royal Society of Chemistry
ISBN: 1839167440
Category : Education
Languages : en
Pages : 319
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Book Description
Scientists use arguments to relate the evidence that they select from their investigations and to justify the claims that they make about their observations. This book brings together leading researchers to draw attention to research, policy and practice around the inclusion of argumentation in chemistry education.
Author: Ingo Eilks
Publisher: Springer
ISBN: 9463001751
Category : Education
Languages : en
Pages : 389
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Book Description
This book is aimed at chemistry teachers, teacher educators, chemistry education researchers, and all those who are interested in increasing the relevance of chemistry teaching and learning as well as students' perception of it. The book consists of 20 chapters. Each chapter focuses on a certain issue related to the relevance of chemistry education. These chapters are based on a recently suggested model of the relevance of science education, encompassing individual, societal, and vocational relevance, its present and future implications, as well as its intrinsic and extrinsic aspects. “Two highly distinguished chemical educators, Ingo Eilks and AviHofstein, have brought together 40 internationally renowned colleagues from 16 countries to offer an authoritative view of chemistry teaching today. Between them, the authors, in 20 chapters, give an exceptional description of the current state of chemical education and signpost the future in both research and in the classroom. There is special emphasis on the many attempts to enthuse students with an understanding of the central science, chemistry, which will be helped by having an appreciation of the role of the science in today’s world. Themes which transcend all education such as collaborative work, communication skills, attitudes, inquiry learning and teaching, and problem solving are covered in detail and used in the context of teaching modern chemistry. The book is divided into four parts which describe the individual, the societal, the vocational and economic, and the non-formal dimensions and the editors bring all the disparate leads into a coherent narrative, that will be highly satisfying to experienced and new researchers and to teachers with the daunting task of teaching such an intellectually demanding subject. Just a brief glance at the index and the references will convince anyone interested in chemical education that this book is well worth studying; it is scholarly and readable and has tackled the most important issues in chemical education today and in the foreseeable future.” – Professor David Waddington, Emeritus Professor in Chemistry Education, University of York, United Kingdom
Author: Sibel Erduran
Publisher: Springer Science & Business Media
ISBN: 1402066708
Category : Science
Languages : en
Pages : 295
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Book Description
Educational researchers are bound to see this as a timely work. It brings together the work of leading experts in argumentation in science education. It presents research combining theoretical and empirical perspectives relevant for secondary science classrooms. Since the 1990s, argumentation studies have increased at a rapid pace, from stray papers to a wealth of research exploring ever more sophisticated issues. It is this fact that makes this volume so crucial.
Author: Avi Hofstein
Publisher: Royal Society of Chemistry
ISBN: 1839164727
Category : Education
Languages : en
Pages : 183
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Book Description
Research into the educational effectiveness of chemistry practical work has shown that the laboratory offers a unique mode of instruction, assessment and evaluation. Laboratory work is an integral and important part of the learning process, used to encourage the development of high order thinking and learning alongside high order learning and thinking skills such as argumentation and metacognition. Authored by renowned experts in the field of chemistry education, this book provides a holistic approach to cover all issues related to learning and teaching in the chemistry laboratory. With sections focused on developing the skill sets of teachers, as well as approaches to supporting students in the laboratory, the book offers a comprehensive look at vicarious instruction methods, teacher and students' roles, and the blend with ICT, simulations, and other effective approaches to practical work. The book concludes with a focus on retrospective issues, followed-up with a look to the future of laboratory learning. A product of nearly fifty years of research, this book will be useful for chemistry teachers, curriculum developers, researchers in chemistry education, and professional development providers.
Author: Norman Reid
Publisher: Royal Society of Chemistry
ISBN: 183916168X
Category : Education
Languages : en
Pages : 209
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Book Description
Chemistry is often seen as a difficult subject to understand. This book focusses on the triangle model that Alex H. Johnstone developed in the early 1980s. The model has been applied in almost every area of education in chemistry at all stages of learning.
Author: Ingo Eilks
Publisher: Springer Science & Business Media
ISBN: 9462091404
Category : Education
Languages : en
Pages : 346
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Book Description
This book focuses on developing and updating prospective and practicing chemistry teachers’ pedagogical content knowledge. The 11 chapters of the book discuss the most essential theories from general and science education, and in the second part of each of the chapters apply the theory to examples from the chemistry classroom. Key sentences, tasks for self-assessment, and suggestions for further reading are also included. The book is focused on many different issues a teacher of chemistry is concerned with. The chapters provide contemporary discussions of the chemistry curriculum, objectives and assessment, motivation, learning difficulties, linguistic issues, practical work, student active pedagogies, ICT, informal learning, continuous professional development, and teaching chemistry in developing environments. This book, with contributions from many of the world’s top experts in chemistry education, is a major publication offering something that has not previously been available. Within this single volume, chemistry teachers, teacher educators, and prospective teachers will find information and advice relating to key issues in teaching (such as the curriculum, assessment and so forth), but contextualised in terms of the specifics of teaching and learning of chemistry, and drawing upon the extensive research in the field. Moreover, the book is written in a scholarly style with extensive citations to the literature, thus providing an excellent starting point for teachers and research students undertaking scholarly studies in chemistry education; whilst, at the same time, offering insight and practical advice to support the planning of effective chemistry teaching. This book should be considered essential reading for those preparing for chemistry teaching, and will be an important addition to the libraries of all concerned with chemical education. Dr Keith S. Taber (University of Cambridge; Editor: Chemistry Education Research and Practice) The highly regarded collection of authors in this book fills a critical void by providing an essential resource for teachers of chemistry to enhance pedagogical content knowledge for teaching modern chemistry. Through clever orchestration of examples and theory, and with carefully framed guiding questions, the book equips teachers to act on the relevance of essential chemistry knowledge to navigate such challenges as context, motivation to learn, thinking, activity, language, assessment, and maintaining professional expertise. If you are a secondary or post-secondary teacher of chemistry, this book will quickly become a favorite well-thumbed resource! Professor Hannah Sevian (University of Massachusetts Boston)
Author: Myint Swe Khine
Publisher: Springer Science & Business Media
ISBN: 9400724705
Category : Science
Languages : en
Pages : 288
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Book Description
Argumentation—arriving at conclusions on a topic through a process of logical reasoning that includes debate and persuasion— has in recent years emerged as a central topic of discussion among science educators and researchers. There is now a firm and general belief that fostering argumentation in learning activities can develop students’ critical thinking and reasoning skills, and that dialogic and collaborative inquiries are key precursors to an engagement in scientific argumentation. It is also reckoned that argumentation helps students assimilate knowledge and generate complex meaning. The consensus among educators is that involving students in scientific argumentation must play a critical role in the education process itself. Recent analysis of research trends in science education indicates that argumentation is now the most prevalent research topic in the literature. This book attempts to consolidate contemporary thinking and research on the role of scientific argumentation in education. Perspectives on Scientific Argumentation brings together prominent scholars in the field to share the sum of their knowledge about the place of scientific argumentation in teaching and learning. Chapters explore scientific argumentation as a means of addressing and solving problems in conceptual change, reasoning, knowledge-building and the promotion of scientific literacy. Others interrogate topics such as the importance of language, discursive practice, social interactions and culture in the classroom. The material in this book, which features intervention studies, discourse analyses, classroom-based experiments, anthropological observations, and design-based research, will inform theoretical frameworks and changing pedagogical practices as well as encourage new avenues of research.
Author: Victor Sampson
Publisher: NSTA Press
ISBN: 1936137275
Category : Computers
Languages : en
Pages : 426
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Book Description
Develop your high school students' understanding of argumentation and evidence-based reasoning with this comprehensive book. Like three guides in one 'Scientific Argumentation in Biology' combines theory, practice, and biology content.
