Beyond Physics Content Knowledge

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Beyond Physics Content Knowledge

Irene Neumann
Beyond Physics Content Knowledge Book PDF

Author : Irene Neumann
Publisher : Logos Verlag Berlin GmbH
Page : 208 pages
File Size : 47,6 Mb
Release : 2011
Category : Education
ISBN : 9783832528805

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Beyond Physics Content Knowledge by Irene Neumann Pdf

In contemporary science education research, an adequate understanding of the `nature of science' is regarded an important aspect of scientific literacy and, thus, a central goal of science education. At present, German science education standards only implicitly include nature of science aspects, yet. This dissertation project, therefore, aims to provide a first approach to include nature of science in the German science education standards. At the core of this dissertation, a theoretical model of competence is derived which defines competence regarding nature of science and distinguishes between Nature of Scientific Inquiry (NOSI) and Nature of Scientific Knowledge (NOS). Two studies were conducted to investigate the theoretical model's empirical validity. The studies included investigating the model's inner structure, a discrimination against control variables as well as a comparison of German and U.S. students.

Change Agents in Science Education

Sumi Hagiwara,Koshi Dhingra
Change Agents in Science Education Book PDF

Author : Sumi Hagiwara,Koshi Dhingra
Publisher : Sense Publishers
Page : 163 pages
File Size : 48,6 Mb
Release : 2006
Category : Science
ISBN : 9789077874820

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Change Agents in Science Education by Sumi Hagiwara,Koshi Dhingra Pdf

In this engaging and well crafted book, Change Agents in Science Education situates the science educator in dynamic social, political, and cultural environments where individuals are engaged in science for change. A wide range of educational contexts are described in the book, including urban school settings in the U. S., slum communities in Mumbai, India, an agricultural community in Benin, Africa, a children's educational television program production company in the U. S. In each context, powerful examples of how science was enacted to transform ways of thinking and doing are demonstrated. Each contributor shares experiences with science, and the challenges, triumphs and lessons learned which need to be considered and addressed as part of the role of the science educator. Change, it is argued, needs to be facilitated on a variety of levels in order for learning to take place. Science educators working in a wide range of settings, community-based educational groups, and students and researchers interested in formal and informal science education, will benefit from the perspectives provided in this book.

Classroom Management and its Impact on Lesson Outcomes in Physics

Katharina Fricke
Classroom Management and its Impact on Lesson Outcomes in Physics Book PDF

Author : Katharina Fricke
Publisher : Logos Verlag Berlin GmbH
Page : 294 pages
File Size : 40,5 Mb
Release : 2016-12-31
Category : Education
ISBN : 9783832543945

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Classroom Management and its Impact on Lesson Outcomes in Physics by Katharina Fricke Pdf

The major purpose of research in the present study was to contribute to the clarification of physics-related learning conditions in the phase when students change from primary to secondary school stage. This purpose goes back to the divergent performance of German primary and secondary school students in the science part of international comparative studies which have placed teachers under considerable pressure to provide an effective working atmosphere in their classrooms including an appropriate use of time for engagement in physics-specific contents. There is a wide consensus that, in developing efficient classroom management strategies, teachers can guarantee a higher amount of academic learning time, which proves relevant not only for students' school performance, but also for fostering their motivation to learn (science). The present study firstly aimed at contributing to the demand of a theoretical conceptualization that regards classroom management in the overall structure of quality of instruction. Against this background, the study suggests a clear, detailed definition of classroom management with three subconstructs discipline, rules and rituals and prevention of disruption, but also addresses the desiderata in terms of subject-specific research on classroom management.

Pedagogical Content Knowledge in STEM

Stephen Miles Uzzo,Sherryl Browne Graves,Erin Shay,Marisa Harford,Robert Thompson
Pedagogical Content Knowledge in STEM Book PDF

Author : Stephen Miles Uzzo,Sherryl Browne Graves,Erin Shay,Marisa Harford,Robert Thompson
Publisher : Springer
Page : 285 pages
File Size : 44,5 Mb
Release : 2018-10-25
Category : Science
ISBN : 9783319974750

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Pedagogical Content Knowledge in STEM by Stephen Miles Uzzo,Sherryl Browne Graves,Erin Shay,Marisa Harford,Robert Thompson Pdf

This volume represents both recent research in pedagogical content knowledge (PCK) in science, technology, engineering and math (STEM), as well as emerging innovations in how PCK is applied in practice. The notion of “research to practice” is critical to validating how effectively PCK works within the clinic and how it can be used to improve STEM learning. ​As the need for more effective educational approaches in STEM grows, the importance of developing, identifying, and validating effective practices and practitioner competencies are needed. This book covers a wide range of topics in PCK in different school levels (middle school, college teacher training, teacher professional development), and different environments (museums, rural). The contributors believe that vital to successful STEM education practice is recognition that STEM domains require both specialized domain knowledge as well as specialized pedagogical approaches. The authors of this work were chosen because of their extensive fieldwork in PCK research and practice, making this volume valuable to furthering how PCK is used to enlighten the understanding of learning, as well as providing practical instruction. This text helps STEM practitioners, researchers, and decision-makers further their interest in more effective STEM education practice, and raises new questions about STEM learning.

Complementarity Beyond Physics (1928-1962)

D. Favrholdt
Complementarity Beyond Physics 1928 1962 Book PDF

Author : D. Favrholdt
Publisher : Elsevier
Page : 665 pages
File Size : 45,6 Mb
Release : 2013-10-22
Category : Science
ISBN : 9780080871080

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Complementarity Beyond Physics (1928-1962) by D. Favrholdt Pdf

This volume is divided into five parts. The title of the volume refers primarily to part I, which is by far the largest and comprises papers discussing the fundamental questions of biology and related psychological and philosophical problems. Following the reproduction of papers brought to publication by Bohr, there is a separate Appendix to Part I including some of Bohr's most interesting and substantive unpublished contributions in this area. The papers in Part I span the last thirty years of Bohr's life and display his great interest in biological problems and his unremitting efforts to show that biology cannot be reduced to physics and chemistry. Part II contains articles of a more general cultural interest. Some of these show that Bohr regarded the complementary perspective to be of value also outside the scientific sphere. Part III contains the articles Bohr wrote about the great Danish philosopher Harald Høffding. These short papers are presented in a section on their own because of the continuing discussion in the history of science about Høffding's possible influence on Bohr's work in physics and his whole scientific approach. Part IV comprises articles illuminating the history of 20th century physics. Bohr had great veneration for his predecessors and teachers, and he prepared these articles with great care. Part V contains correspondence relating to the material in Parts I through IV. As in previous volumes an inventory of relevant unpublished manuscripts held at the Niels Bohr Archive constitutes an appendix to the whole volume.

Traces of Ink

Anonim
Traces of Ink Book PDF

Author : Anonim
Publisher : BRILL
Page : 215 pages
File Size : 40,9 Mb
Release : 2021-02-22
Category : Science
ISBN : 9789004444805

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Traces of Ink by Anonim Pdf

Traces of Ink. Experiences of Philology and Replication is a collection of original papers exploring the textual and material aspects of inks and ink-making in a number of premodern cultures (Babylonia, the Graeco-Roman world, the Syriac milieu and the Arabo-Islamic tradition). The volume proposes a fresh and interdisciplinary approach to the study of technical traditions, in which new results can be achieved thanks to the close collaboration between philologists and scientists. Replication represents a crucial meeting point between these two parties: a properly edited text informs the experts in the laboratory who, in turn, may shed light on many aspects of the text by recreating the material reality behind it. Contributors are: Miriam Blanco Cesteros, Michele Cammarosano, Claudia Colini, Vincenzo Damiani, Sara Fani, Matteo Martelli, Ira Rabin, Lucia Raggetti, and Katja Weirauch.

Effects of integrated learning: explicating a mathematical concept in inquiry-based science camps

Louise Bindel
Effects of integrated learning explicating a mathematical concept in inquiry based science camps Book PDF

Author : Louise Bindel
Publisher : Logos Verlag Berlin GmbH
Page : 239 pages
File Size : 55,6 Mb
Release : 2018
Category : Education
ISBN : 9783832546557

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Effects of integrated learning: explicating a mathematical concept in inquiry-based science camps by Louise Bindel Pdf

Although various arguments for integrated learning of mathematics and science exist, empirical evidence that integrated learning is as beneficial as anticipated is limited. Therefore this quasi-experimental study investigates the effect of integrated learning of mathematics and science on eight student variables by comparing it to a control group. Results show that integrated learning is no miracle cure but has positive and negative effects on specific student outcomes. Whereas integrated learning effects students' view of the relation between mathematics and science positively, it effects students' scientific self-concept negatively. Thus, integrated learning should not substitute but rather complement disciplinary learning. Obwohl zahlreiche Argumente für das integrierte Lernen von Mathematik und Naturwissenschaften existieren, ist die vorteilhafte Wirkung integrierten Lernens begrenzt empirisch belegt. Im Rahmen dieser quasi-experimentellen Studie wird der Effekt integrierten Lernens auf acht Schülervariablen durch Vergleiche mit einer Kontrollgruppe untersucht. Die Ergebnisse zeigen, dass integriertes Lernen kein Allheilmittel ist sondern positive und negative Effekte auf bestimmte Schülervariablen hat. Während integriertes Lernen die Sicht der Schülerinnen und Schüler auf die Beziehung zwischen Mathematik und Naturwissenschaften positiv beeinflusst, hat es einen negativen Effekt auf das naturwissenschaftliche Selbstkonzept. Daher sollte integriertes Lernen nicht stellvertretend sondern ergänzend zu disziplinärem Lernen implementiert werden.

Making it tangible. Learning outcomes in science education

Sascha Bernholt,Knut Neumann,Peter Nentwig
Making it tangible Learning outcomes in science education Book PDF

Author : Sascha Bernholt,Knut Neumann,Peter Nentwig
Publisher : Waxmann Verlag
Page : 520 pages
File Size : 55,5 Mb
Release : 2012
Category : Education
ISBN : 3830976445

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Making it tangible. Learning outcomes in science education by Sascha Bernholt,Knut Neumann,Peter Nentwig Pdf

One of the central features in current educational reforms is a focus on learning outcomes. Many countries have established or revised standards to describe what teachers are supposed to teach and students are expected to learn. More recently, the emphasis has shifted to considerations of how standards can be operationalized in order to make the outcomes of educational efforts more tangible. This book is the result of a symposium held in Kiel, that was arranged by two science education groups, one at the IPN (Leibniz-Institute for Science and Mathematics Education at the University of Kiel) in Germany and the other at the University of York, UK. The seminar brought together renowned experts from 12 countries with different notions of the nature and quality of learning outcomes. The aim was to clarify central conceptions and approaches for a better understanding among the international science education community. The book is divided into five parts. In Part A, the organizers set the scene, describing the rationale for arranging the symposium. Part B provides a broad overview about different approaches, challenges, and pitfalls on the road to the clarification of meaningful and fruitful learning outcomes. The set of papers in Part C provides deep insights into different, although comparable approaches which aim to frame, to assess, and to promote learning and learning outcomes in science education. Smaller projects are presented as well as broad, coordinated national programs. The papers in Part D outline the individual historical development from different national perspectives, reflecting the deficits and problems that led to current reforms. Finally, a summary of the organizers analyses the conclusions from different vantage points.

Implementing Inquiry-based Learning in a Diverse Classroom

Sandra Puddu
Implementing Inquiry based Learning in a Diverse Classroom Book PDF

Author : Sandra Puddu
Publisher : Logos Verlag Berlin GmbH
Page : 171 pages
File Size : 48,6 Mb
Release : 2017-12-31
Category : Education
ISBN : 9783832545918

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Implementing Inquiry-based Learning in a Diverse Classroom by Sandra Puddu Pdf

This thesis, an explorative case study, provides insights into the implementation of inquiry-based learning in an authentic classroom. For one year, a teacher was accompanied while implementing inquiry-based learning in a highly diverse class. In doing so, the observations focused on strategies for both scaffolding and dealing with diversity. Additionally, data reflecting students' views of scientific inquiry were gathered. The results show a successive implementation of inquiry-based learning through four phases supported by various scaffolding strategies. The views of scientific inquiry are discussed on both the class and the individual level. Finally, all these findings are brought together to paint a vivid picture of the investigated class. Die vorliegende Arbeit, eine explorative Fallstudie, bietet einen Einblick in ein authentisches Klassenzimmer, in dem Forschendes Lernen eingeführt wurde. Dazu wurde eine Lehrperson ein Jahr lang begleitet. Die Beforschung fokussierte auf Lernbegleitungsstrategien, den Umgang mit Diversität sowie den Sichtweisen der Schülerinnen und Schüler über Naturwissenschaften. Die Resultate zeigen eine schrittweise Einführung von Forschendem Lernen in vier Phasen, begleitet von vielfältigen Lernbegleitungsstrategien. Schließlich werden alle Ergebnisse zusammengeführt, um ein lebendiges Bild des untersuchten Unterrichts und der Personen zu zeichnen.

Course Success in the Undergraduate General Chemistry Lab

Thomas Elert
Course Success in the Undergraduate General Chemistry Lab Book PDF

Author : Thomas Elert
Publisher : Logos Verlag Berlin GmbH
Page : 149 pages
File Size : 50,9 Mb
Release : 2019-11-15
Category : Education
ISBN : 9783832550042

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Course Success in the Undergraduate General Chemistry Lab by Thomas Elert Pdf

Stetig hohe Studienabbruchquoten in den MINT-Fächern an deutschen Hochschulen, welche auch aus geringem Kurserfolg in einführenden Laborpraktika resultieren könnten, und die wachsende Kritik an der Qualität und Wirksamkeit ebendieser machen eine eingehende Betrachtung von Laborpraktika notwendig. Diese Studie untersuchte die Lernziele des Laborpraktikums Allgemeine Chemie für Lehramtsstudierende im ersten Semester sowie Faktoren für den Kurserfolg, um daraus Aussagen über den Stellenwert von Laborpraktika in der universitären Bildung, insbesondere für langfristigen Studienerfolg, abzuleiten. Dazu wurde ein theoretisches Modell zu Grunde gelegt, welches das Vorwissen der Studierenden und die Lernzielpassung zwischen Studierenden und Lehrenden als zwei entscheidende Faktoren für Kurserfolg berücksichtigt. Constantly high student dropout rates in STEM subjects at German universities, which could be the result of low course success in introductory laboratory courses among other things and increasing criticism about their quality and effectiveness necessitate these laboratory courses to be examined thoroughly. This study investigated the learning goals of the General Chemistry laboratory course for first-year students in teacher training and factors for course success in order to make statements about the significance of laboratory courses for university education, particularly for long-term study success. For this purpose, a theoretical model that assumes the students prior knowledge and learning goal alignment between students and their lab instructors to be two defining factors for lab course success was used as a framework.

Education beyond Crisis

Anonim
Education beyond Crisis Book PDF

Author : Anonim
Publisher : BRILL
Page : 342 pages
File Size : 43,9 Mb
Release : 2020-06-15
Category : Education
ISBN : 9789004432048

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Education beyond Crisis by Anonim Pdf

This first volume of the ISATT Conference Series looks for a common path to a better vision on the future of education. It focuses on themes of educational policies, curriculum reforms, and teaching in a multicultural world.

Beyond the Bubble Test

Linda Darling-Hammond,Frank Adamson
Beyond the Bubble Test Book PDF

Author : Linda Darling-Hammond,Frank Adamson
Publisher : John Wiley & Sons
Page : 464 pages
File Size : 46,8 Mb
Release : 2014-05-14
Category : Education
ISBN : 9781118889299

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Beyond the Bubble Test by Linda Darling-Hammond,Frank Adamson Pdf

Performance assessment is a hot topic in school systems, and educators continue to analyze its costs, benefits, and feasibility as a replacement for high-stakes testing. Until now, researchers and policymakers have had to dig to find out what we know and what we still have to learn about performance assessment. Beyond the Bubble Test: How Performance Assessments Support 21st Century Learning synthesizes the latest findings in the field, and not a moment too soon. Statistics indicate that the United States is in danger of falling behind if it fails to adapt to our changing world. The memory and recall strategies of traditional testing are no longer adequate to equip our students with the skills they need to excel in the global economy. Instead teachers need to engage students in deeper learning, assessing their ability to use higher-order skills. Skills like synthesizing information, understanding evidence, and critical problem-solving are not achieved when we teach to multiple-choice exams. Examples in Beyond the Bubble Test paint a useful picture of how schools can begin to supplement traditional tests with something that works better. This book provides new perspectives on current performance assessment research, plus an incisive look at what’s possible at the local and state levels. Linda Darling-Hammond, with a team of leading scholars, bring together lessons learned, new directions, and solid recommendations into a single, readily accessible compendium. Beyond the Bubble Test situates the current debate on performance assessment within the context of testing in the United States. This comprehensive resource also looks beyond our U.S. borders to Singapore, Hong Kong, and other places whose reform-mindedness can serve as an example to us.

Fostering Science Teaching and Learning for the Fourth Industrial Revolution and Beyond

Bansal, Garima,Ramnarain, Umesh
Fostering Science Teaching and Learning for the Fourth Industrial Revolution and Beyond Book PDF

Author : Bansal, Garima,Ramnarain, Umesh
Publisher : IGI Global
Page : 310 pages
File Size : 53,8 Mb
Release : 2023-07-10
Category : Education
ISBN : 9781668469330

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Fostering Science Teaching and Learning for the Fourth Industrial Revolution and Beyond by Bansal, Garima,Ramnarain, Umesh Pdf

The fourth industrial revolution, or Industry 4.0, is characterized by the exponential pace of technology developments covering wide-ranging fields such as artificial intelligence, robotics, autonomous vehicles, 3D printing, nanotechnology, biotechnology, materials science, energy storage, and quantum computing. It is anticipated that it will result in a future that is volatile, uncertain, complex, and ambiguous; this has led to a widespread call for the development of 21st-century skills and competencies among the young, particularly in the science field. Fostering Science Teaching and Learning for the Fourth Industrial Revolution and Beyond considers how we prepare prospective science teachers for the fourth industrial revolution; how we create teacher education curricula that will help pre-service science teachers to be sufficiently versatile in the rapidly changing world; and which key perspectives, processes, methods, and tools have especially promising payoffs in the lives of pre-service science teachers. Covering key topics such as virtual reality, teacher preparation, and science classrooms, this premier reference source is ideal for policymakers, administrators, scholars, researchers, academicians, instructors, and students.

Developing a Didactic Framework Across and Beyond School Subjects

Søren Harnow Klausen,Nina Mård
Developing a Didactic Framework Across and Beyond School Subjects Book PDF

Author : Søren Harnow Klausen,Nina Mård
Publisher : Taylor & Francis
Page : 267 pages
File Size : 42,6 Mb
Release : 2024-02-13
Category : Education
ISBN : 9781003848851

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Developing a Didactic Framework Across and Beyond School Subjects by Søren Harnow Klausen,Nina Mård Pdf

Centred around a contemporary conception of Bildung, this book effectively demonstrates how the aims of cross- and transcurricular teaching can be reconciled, resulting in a didactic framework for teaching and learning in secondary schools that can be applied internationally. Chapters present a nuanced and unified approach to fusing theory and practice by offering accounts of some of the most promising teaching methods from leading scholars in the field of curriculum research. These methods include dialogic teaching or movement integration, transversal competences like digital or entrepreneurial thinking, and topics that call for crosscurricular approaches, like sustainability or citizenship. Addressing diverse worries and criticisms of crosscurricular teaching, the book includes international viewpoints and trends such sustainability, citizenship, and student motivation to present a comprehensive and systematic scholarly treatment of crosscurricular didactics within the classroom. It further addresses important challenges that have been widely ignored, like how to evaluate crosscurricular work. Ultimately, this volume makes a highly novel contribution to the field of crosscurricular didactics, and will be of interest to researchers, scholars, academics in the fields of secondary education teaching and learning, educational science, and curriculum design. Those interested more broadly in the theory of education will also find the volume of use.

Physics Teaching and Learning

Dennis W. Sunal,Jonathan T. Shemwell,James W. Harrell,Cynthia S Sunal
Physics Teaching and Learning Book PDF

Author : Dennis W. Sunal,Jonathan T. Shemwell,James W. Harrell,Cynthia S Sunal
Publisher : IAP
Page : 265 pages
File Size : 47,5 Mb
Release : 2019-05-01
Category : Science
ISBN : 9781641136587

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Physics Teaching and Learning by Dennis W. Sunal,Jonathan T. Shemwell,James W. Harrell,Cynthia S Sunal Pdf

Physics Teaching and Learning: Challenging the Paradigm, RISE Volume 8, focuses on research contributions challenging the basic assumptions, ways of thinking, and practices commonly accepted in physics education. Teaching physics involves multifaceted, research-based, value added strategies designed to improve academic engagement and depth of learning. In this volume, researchers, teaching and curriculum reformers, and reform implementers discuss a range of important issues. The volume should be considered as a first step in thinking through what physics teaching and physics learning might address in teacher preparation programs, in-service professional development programs, and in classrooms. To facilitate thinking about research-based physics teaching and learning each chapter in the volume was organized around five common elements: 1. A significant review of research in the issue or problem area. 2. Themes addressed are relevant for the teaching and learning of K-16 science 3. Discussion of original research by the author(s) addressing the major theme of the chapter. 4. Bridge gaps between theory and practice and/or research and practice. 5. Concerns and needs are addressed of school/community context stakeholders including students, teachers, parents, administrators, and community members.