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Author : Michael R. Matthews
Publisher : Unknown
Page : 260 pages
File Size : 50,5 Mb
Release : 1995
Category : Constructivism (Education)
ISBN : STANFORD:36105016923810
Author : Ally Bull,Chris Joyce,Rosemary Hipkins,New Zealand Council for Educational Research
Publisher : Unknown
Page : 80 pages
File Size : 52,6 Mb
Release : 2014
Category : Curriculum planning
ISBN : 192723140X
Author : May May Hung Cheng,Alister Jones,Cathy Buntting
Publisher : Routledge
Page : 289 pages
File Size : 42,7 Mb
Release : 2017-09-13
Category : Education
ISBN : 9781317510697
Consistent with international trends, there is an active pursuit of more engaging science education in the Asia-Pacific region. The aim of this book is to bring together some examples of research being undertaken at a range of levels, from studies of curriculum and assessment tools, to classroom case studies, and investigations into models of teacher professional learning and development. While neither a comprehensive nor definitive representation of the work that is being carried out in the region, the contributions—from China, Hong Kong, Taiwan, Korea, Japan, Singapore, Australia, and New Zealand—give a taste of some of the issues being explored, and the hopes that researchers have of positively influencing the types of science education experienced by school students. The purpose of this book is therefore to share contextual information related to science education in the Asia-Pacific region, as well as offering insights for conducting studies in this region and outlining possible questions for further investigation. In addition, we anticipate that the specific resources and strategies introduced in this book will provide a useful reference for curriculum developers and science educators when they design school science curricula and science both pre-service and in-service teacher education programmes. The first section of the book examines features of science learners and learning, and includes studies investigating the processes associated with science conceptual learning, scientific inquiry, model construction, and students’ attitudes towards science. The second section focuses on teachers and teaching. It discusses some more innovative teaching approaches adopted in the region, including the use of group work, inquiry-based instruction, developing scientific literacy, and the use of questions and analogies. The third section reports on initiatives related to assessments and curriculum reform, including initiatives associated with school-based assessment, formative assessment strategies, and teacher support accompanying curriculum reform.
Author : Keith S. Taber
Publisher : Routledge
Page : 257 pages
File Size : 49,5 Mb
Release : 2007-04-13
Category : Education
ISBN : 9781134157822
Asks how science teachers can make their classes more stimulating and challenging for the most able students to encourage them to continue their science education beyond compulsory schooling.
Author : Anonim
Publisher : BRILL
Page : 309 pages
File Size : 44,5 Mb
Release : 2009-01-01
Category : Education
ISBN : 9789087909291
The focus of this Handbook is on Australasia (a region loosely recognized as that which includes Australia and New Zealand plus nearby Pacific nations such as Papua New Guinea, Solomon Islands, Fiji, Tonga, Vanuatu, and the Samoan islands) science education and the scholarship that most closely supports this program.
Author : Deborah Corrigan,Justin Dillon,Richard Gunstone
Publisher : Sense Publishers
Page : 289 pages
File Size : 40,7 Mb
Release : 2007
Category : Education
ISBN : 9789087900359
Issues relating to values have always had a place in the school science curriculum. Sometimes this has been only in terms of the inclusion of topics such as 'the nature of science' and/or 'scientific method' and/or particular intentions for laboratory work that relate to 'scientific method.'sometimes it has been much broader, for example in curricula with STS emphases. Of importance to aspects of this proposal is that different countries/cultures have had different traditions in terms of the place of values in the school [science] curriculum. One obvious very broad difference of this form is the central place in [science] education thinking in many European countries of bildung, and the complete absence of this construct from most [science] curriculum thinking in English speaking contexts. There are numbers of such country/cultural differences. In the 1990s many countries moved towards various conceptualizations of Outcomes Based Education - OBE (sometimes so labelled and sometimes not). It was usual (but not universal) for OBE focused science curricula to have constrained views of the values that should be implicit and explicit in curriculum; that is views concerned only with 'the nature of science' and 'scientific method' (both usually seen as quite unproblematic). Currently there are a number of education systems that are changing again, and choosing to move away from Outcomes Based Education (for example, South Africa and several Australian states). One of the most interesting features of many of these movements is the re-embracing of a wider view of the science curriculum, including a reconsideration of the nature and place of the values associated with science in the purposes for and approaches to science education.
Author : Ben Akpan
Publisher : Springer
Page : 357 pages
File Size : 53,9 Mb
Release : 2016-08-03
Category : Science
ISBN : 9783319323510
Science Education: A Global Perspective is ‘global’ both in content and authorship. Its 17 chapters by an assemblage of seasoned and knowledgeable science educators from many parts of the world seek to bring to the fore current developments in science education and their implications. The book thus covers a wide range of topics in science education from various national and international perspectives. These include the nature of science, science and religion, evolution, curriculum and pedagogy, context-based teaching and learning, science and national development, socially-responsible science education, equitable access for women and girls in science and technology education, and the benefits of science education research. It ends on an optimistic note by looking at science education in 50 years’ time with a recommendation, among others, for stakeholders to take the responsibility of preparing children towards a blossoming science education sector in an anticipated future world. This book is suitable for use by discerning researchers, teachers, undergraduate and postgraduate students in science education, and policy makers at all levels of education. Other educationalists and personnel in science and technology vocations will also find it interesting and useful as the reader-motivated approach has guided the presentation of ideas. Science Education: A Global Perspective is a rich compendium of the components of science education in context, practice, and delivery. Dr Bulent Cavas, Professor of Science Education, Dokuz Eylul Univerity, Buca-Izmir, Turkey/President-Elect, International Council of Associations for Science Education (ICASE) This book will be of immense relevance for current and future global strides in training and research in science education. Surinder K. Ghai, Chairman, Sterling Publishers Pvt. Ltd., New Delhi, India This book provides a refreshing insight into the current status and future direction of science education. It will be very useful to researchers, those pursuing undergraduate and post-graduate courses in science education, and all other personnel involved in the policy and practice of science education. Dr. Bennoit Sossou, Director/Country Representative, UNESCO Regional Office in Abuja, Nigeria
Author : Mack C. Shelley,Larry D. Yore,Brian B. Hand
Publisher : Springer Science & Business Media
Page : 667 pages
File Size : 41,7 Mb
Release : 2008-12-30
Category : Education
ISBN : 9781402084270
Statistical models attempt to describe and quantify relationships between variables. In the models presented in this chapter, there is a response variable (sometimes called dependent variable) and at least one predictor variable (sometimes called independent or explanatory variable). When investigating a possible cause-and-effect type of relationship, the response variable is the putative effect and the predictors are the hypothesized causes. Typically, there is a main predictor variable of interest; other predictors in the model are called covariates. Unknown covariates or other independent variables not controlled in an experiment or analysis can affect the dependent or outcome variable and mislead the conclusions made from the inquiry (Bock, Velleman, & De Veaux, 2009). A p value (p) measures the statistical significance of the observed relationship; given the model, p is the probability that a relationship is seen by mere chance. The smaller the p value, the more confident we can be that the pattern seen in the data 2 is not random. In the type of models examined here, the R measures the prop- tion of the variation in the response variable that is explained by the predictors 2 specified in the model; if R is close to 1, then almost all the variation in the response variable has been explained. This measure is also known as the multiple correlation coefficient. Statistical studies can be grouped into two types: experimental and observational.
Author : Sandra K. Abell,Ken Appleton,Deborah L. Hanuscin
Publisher : Routledge
Page : 1345 pages
File Size : 51,5 Mb
Release : 2013-03-07
Category : Education
ISBN : 9781136781216
This state-of-the art research Handbook provides a comprehensive, coherent, current synthesis of the empirical and theoretical research concerning teaching and learning in science and lays down a foundation upon which future research can be built. The contributors, all leading experts in their research areas, represent the international and gender diversity that exists in the science education research community. As a whole, the Handbook of Research on Science Education demonstrates that science education is alive and well and illustrates its vitality. It is an essential resource for the entire science education community, including veteran and emerging researchers, university faculty, graduate students, practitioners in the schools, and science education professionals outside of universities. The National Association for Research in Science Teaching (NARST) endorses the Handbook of Research on Science Education as an important and valuable synthesis of the current knowledge in the field of science education by leading individuals in the field. For more information on NARST, please visit: http://www.narst.org/.
Author : Richard K. Coll,Neil Taylor
Publisher : BRILL
Page : 380 pages
File Size : 55,7 Mb
Release : 2019-02-18
Category : Education
ISBN : 9789087902490
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.
Author : Vaughan Prain,Brian Hand
Publisher : Springer Nature
Page : 196 pages
File Size : 54,5 Mb
Release : 2019-10-22
Category : Science
ISBN : 9783030240134
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 : Kok-Sing Tang,Kristina Danielsson
Publisher : Springer
Page : 401 pages
File Size : 47,9 Mb
Release : 2018-01-19
Category : Science
ISBN : 9783319691978
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 : Anonim
Publisher : Unknown
Page : 254 pages
File Size : 40,5 Mb
Release : 2004
Category : Electronic
ISBN : OCLC:644953357
Author : Michael R. Matthews
Publisher : Springer Nature
Page : 313 pages
File Size : 55,5 Mb
Release : 2021-06-02
Category : Science
ISBN : 9789811605581
This book is an historical narrative of academic appointments, significant personal and collaborative research endeavours, and important editorial and institutional engagements. For forty years Michael Matthews has been a prominent international researcher, author, editor and organiser in the field of ‘History, Philosophy and Science Teaching’. He has systematically brought his own discipline training in science, psychology, philosophy of education, and the history and philosophy of science, to bear upon theoretical, curricular and pedagogical issues in science education. The book includes accounts of philosophers who greatly influenced his own thinking and who also were personal friends – Wallis Suchting, Abner Shimony, Robert Cohen, Marx Wartofsky, Israel Scheffler, Michael Martin and Mario Bunge. It advocates the importance of clear writing and avoidance of faddism in both philosophy and in education. It concludes with a proposal for informed and enlightened science teacher education.
Author : Deborah Corrigan,Richard Gunstone,Alister Jones
Publisher : Springer Science & Business Media
Page : 376 pages
File Size : 43,9 Mb
Release : 2013-06-05
Category : Science
ISBN : 9789400766686
Assessment is a fundamental issue in research in science education, in curriculum development and implementation in science education as well as in science teaching and learning. This book takes a broad and deep view of research involving assessment in science education, across contexts and cultures (from whole countries to individual classrooms) and across forms and purposes (from assessment in the service of student learning to policy implications of system wide assessment). It examines the relationships between assessment, measurement and evaluation; explores assessment philosophies and practices in relation to curriculum and scientific literacy/learning; and details the relationships between assessment and science education policy. The third in a series, Valuing Assessment in Science Education has chapters from a range of international scholars from across the globe and staff from Monash University, King’s College London and University of Waikato. The two previous books in the series examined research relevant to the re-emergence of values in science education and teaching across the spectrum of science education as well as across cultural contexts through the professional knowledge of science teaching. This third book now moves to examine different aspects of generating understanding about what science is learnt, how it is learnt, and how it is valued. Valuing Assessment in Science Education will appeal to all those with some engagement with and/or use of research in science education, including research students, academics, curriculum development agencies, assessment authorities, and policy makers. It will also be of interest to all classroom science teachers who seek to keep abreast of the latest research and development and thinking in their area of professional concern.