Author: Australia. Peter Fensham Monash University
Publisher: Routledge
ISBN: 1136613781
Category : Education
Languages : en
Pages : 337
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Book Description
A summary of the strengths and weaknesses in present practices of science education in schools, and of research in science education. Annotation copyright Book News, Inc. Portland, Or.
Author: Peter Fensham Monash University, Australia.
Publisher: Routledge
ISBN: 1136613854
Category : Education
Languages : en
Pages : 338
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Book Description
A summary of the strengths and weaknesses in present practices of science education in schools, and of research in science education. Annotation copyright Book News, Inc. Portland, Or.
Author: Kok-Sing Tang
Publisher: Springer
ISBN: 331969197X
Category : Science
Languages : en
Pages : 398
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Book Description
This book highlights recent developments in literacy research in science teaching and learning from countries such as Australia, Brazil, China, Finland, Germany, Hong Kong, New Zealand, Norway, Singapore, Spain, South Africa, Sweden, Taiwan, and the United States. It includes multiple topics and perspectives on the role of literacy in enhancing science teaching and learning, such as the struggles faced by students in science literacy learning, case studies and evaluations of classroom-based interventions, and the challenges encountered in the science classrooms. It offers a critical and comprehensive investigation on numerous emerging themes in the area of literacy and science education, including disciplinary literacy, scientific literacy, classroom discourse, multimodality, language and representations of science, and content and language integrated learning (CLIL). The diversity of views and research contexts in this volume presents a useful introductory handbook for academics, researchers, and graduate students working in this specialized niche area. With a wealth of instructional ideas and innovations, it is also highly relevant for teachers and teacher educators seeking to improve science teaching and learning through the use of literacy.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309214459
Category : Education
Languages : en
Pages : 400
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Book Description
Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.
Author: Calvin L. Petroselli
Publisher: Nova Publishers
ISBN: 9781600219504
Category : Education
Languages : en
Pages : 320
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Book Description
Science Education Issues and Developments.
Author: Kim Chwee Daniel Tan
Publisher: Springer Science & Business Media
ISBN: 940073980X
Category : Science
Languages : en
Pages : 346
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Book Description
In contemporary society, science constitutes a significant part of human life in that it impacts on how people experience and understand the world and themselves. The rapid advances in science and technology, newly established societal and cultural norms and values, and changes in the climate and environment, as well as, the depletion of natural resources all greatly impact the lives of children and youths, and hence their ways of learning, viewing the world, experiencing phenomena around them and interacting with others. These changes challenge science educators to rethink the epistemology and pedagogy in science classrooms today as the practice of science education needs to be proactive and relevant to students and prepare them for life in the present and in the future. Featuring contributions from highly experienced and celebrated science educators, as well as research perspectives from Europe, the USA, Asia and Australia, this book addresses theoretical and practical examples in science education that, on the one hand, plays a key role in our understanding of the world, and yet, paradoxically, now acknowledges a growing number of uncertainties of knowledge about the world. The material is in four sections that cover the learning and teaching of science from science literacy to multiple representations; science teacher education; the use of innovations and new technologies in science teaching and learning; and science learning in informal settings including outdoor environmental learning activities. Acknowledging the issues and challenges in science education, this book hopes to generate collaborative discussions among scholars, researchers, and educators to develop critical and creative ways of science teaching to improve and enrich the lives of our children and youths.
Author: Güliz Karaarslan-Semiz
Publisher: Springer Nature
ISBN: 3031091124
Category : Education
Languages : en
Pages : 269
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Book Description
This volume provides teachers with pedagogical approaches and practical applications to implement Education for Sustainable Development (ESD), and with assessment strategies to evaluate the learning outcomes of ESD in primary and secondary education. In addition to appropriate pedagogical approaches for ESD, the book also presents practical examples that teachers can use as a guide in their classes. The pedagogical approaches related to ESD not only aim to facilitate sustainability knowledge, but also promote attitudes, new perspectives, values, skills and competencies related to sustainability. Thus, holistic and transformative approaches are embraced to develop a deeper understanding of sustainability, values, respect towards the environment, connection to nature, systems thinking to understand complex problems, exhibiting responsible behaviours for sustainability and promoting action competence for sustainable development. This book also provides examples of assessment strategies for ESD. The assessment of ESD learning outcomes and learning processes is usually challenging, but it is important to determine how to evaluate ESD learning outcomes to reveal whether we achieve our ESD goals or not. For this reason, the assessment section of the book includes theoretical concepts and measurement tools for evaluating sustainability competencies and learning outcomes. Through the close and active collaboration of 22 authors from Germany, Italy, Slovenia, Sweden, Turkey, and the UK, good models for ESD implementation in primary and secondary education are presented.
Author: John Wallace
Publisher: Routledge
ISBN: 1134399952
Category : Education
Languages : en
Pages : 257
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Book Description
This book introduces science teachers and academics to new ways of conceptualising research into teacher learning. It provides invaluable insight into the role of science teachers as learners and thinkers of change processes.
Author: Vaughan Prain
Publisher: Springer Nature
ISBN: 3030240134
Category : Science
Languages : en
Pages : 196
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Book Description
This book reviews the current state of theoretical accounts of the what and how of science learning in schools. The book starts out by presenting big-picture perspectives on key issues. In these first chapters, it focuses on the range of resources students need to acquire and refine to become successful learners. It examines meaningful learner purposes and processes for doing science, and structural supports to optimize cognitive engagement and success. Subsequent chapters address how particular purposes, resources and experiences can be conceptualized as the basis to understand current practices. They also show how future learning opportunities should be designed, lived and reviewed to promote student engagement/learning. Specific topics include insights from neuro-imaging, actor-network theory, the role of reasoning in claim-making for learning in science, and development of disciplinary literacies, including writing and multi-modal meaning-making. All together the book offers leads to science educators on theoretical perspectives that have yielded valuable insights into science learning. In addition, it proposes new agendas to guide future practices and research in this subject.
Author: Richard K. Coll
Publisher: Brill / Sense
ISBN: 9789087902476
Category : Curriculum planning
Languages : en
Pages : 0
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Book Description
This book presents an international perspective of the influence of educational context on science education. The focus is on the interactions between curriculum development and implementation, particularly in non-Western and non-English-speaking contexts (i.e., outside the UK, USA, Australia, NZ, etc. ). An important and distinguishing feature of the book is that it draws upon the experiences and research from local experts from an extremely diverse cohort across the world (26 countries in total). The book addresses topics such as: curriculum development; research or evaluation of an implemented curriculum; discussion of pressures driving curriculum reform or implementation of new curricula (e. g., technology or environmental education); the influence of political, cultural, societal or religious mores on education; governmental or ministerial drives for curriculum reform; economic or other pressures driving curriculum reform; the influence of external assessment regimes on curriculum; and so on.
