ISBN:
9789400739802
,
1280798963
,
9781280798962
Language:
English
Pages:
Online-Ressource (VII, 350p. 44 illus, digital)
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Buchausg. u.d.T.
Keywords:
Science Study and teaching
;
Education
;
Education
;
Science Study and teaching
Abstract:
Mijung Kim
Abstract:
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.
Description / Table of Contents:
Issues and Challenges in Science Education Research; Contents; Chapter 1: Issues and Challenges in Science Education Research; 1.1 Science Education Research; 1.2 The Structure of the Book; References; Chapter 2: Science Literacy for All: More than a Slogan, Logo, or Rally Flag!; 2.1 Introduction; 2.2 Background; 2.3 Disciplinary Literacy in Science Education Reforms; 2.4 Derived Sense of Scientific Literacy; 2.4.1 Big Ideas and Unifying Concepts; 2.4.2 Nature of Science; 2.4.3 Scientific Inquiry and Technological Design; 2.4.4 Relationships Among Science, Technology, Society, and Environment
Description / Table of Contents:
2.5 Fundamental Sense of Scientific Literacy2.5.1 Cognitive and Metacognitive Abilities; 2.5.2 Critical Thinking/Plausible Reasoning; 2.5.3 Habits of Mind; 2.5.4 Scientific Language; 2.5.4.1 Talking-Listening in Science Literacy; 2.5.4.2 Writing-Reading in Science Literacy; 2.5.4.3 Representing-Interpreting in Science Literacy; 2.5.5 Information Communication Technologies; 2.6 Closing Remarks; 2.6.1 Relations Between Language in Science and Understanding Science; 2.6.2 Promising Classroom Practices; 2.6.3 Second-Generation Science Education Reforms; References
Description / Table of Contents:
Chapter 3: Moving the Essence of Inquiry into the Classroom: Engaging Teachers and Students in Authentic Science3.1 Introduction; 3.2 Theoretical Framework; 3.2.1 Social-Constructivist Perspectives of Learning; 3.2.2 Authenticity; 3.3 Building upon a Research Agenda Focused on Inquiry; 3.3.1 The Nature of the Studies; 3.3.2 Assertions from These Studies; 3.4 The Fossil Finders Project: Research to Practice; 3.5 Supporting Teachers Through Professional Development; 3.6 Collecting Multiple Forms of Data; 3.7 Teachers' Changes in Views and Knowledge and Practice
Description / Table of Contents:
3.8 Teachers Translating Their Views to Their Classrooms3.8.1 Kristen's Teaching Practice: Pre; 3.8.2 Kristen's Teaching Practice: Post; 3.9 Impact on Student Learning of Scientific Inquiry; 3.10 Conclusion; Appendix; Lesson Description; An Excerpt of the Lesson; Data Analysis; Explain; References; Chapter 4: Conceptual Change: Still a Powerful Framework for Improving the Practice of Science Instruction; 4.1 Introductory Remarks; 4.2 Theoretical Developments in the Area of Conceptual Change; 4.2.1 Students' Conceptions: Towards Multiple Conceptual Changes
Description / Table of Contents:
4.2.2 Teachers' Conceptions: A Major Obstacle for Efficient Teaching4.2.3 The 'Classical' Conceptual Change Approach; 4.2.4 Affective Variables; 4.2.5 Constructivist Views and Conceptual Change; 4.2.6 Towards More Inclusive Conceptual Change Views; 4.3 Efficiency of Conceptual Change-Oriented Instructional Design; 4.4 Embedding Conceptual Change into Models of Instructional Planning; 4.5 Conceptual Change and Instructional Practice; 4.6 Conceptual Change and Teacher Professional Development; 4.7 Challenges for Future Research and Development; References
Description / Table of Contents:
Chapter 5: Multimodality in Problem Solving
Note:
Description based upon print version of record
DOI:
10.1007/978-94-007-3980-2
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