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  • 1
    Online Resource
    Online Resource
    Science Teacher Education for Responsible Citizenship : Towards a Pedagogy for Relevance Through Socioscientific Issues (2020)
    Cham : Springer International Publishing AG
    Details
    ISBN: 9783030402297
    Language: English
    Pages: 1 online resource (205 pages)
    Series Statement: Contemporary Trends and Issues in Science Education Ser. v.52
    Series Statement: Contemporary Trends and Issues in Science Education Volume 52
    Parallel Title: Erscheint auch als
    DDC: 303.483
    Keywords: Science-Social aspects ; Science Social aspects ; Science teachers Training of ; Teaching ; Study skills ; Electronic books
    Note: Description based on publisher supplied metadata and other sources
    URL: lizenzpflichtig
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  • 2
    Online Resource
    Online Resource
    The Future in Learning Science: What’s in it for the Learner? : What’s in it for the Learner? (2015)
    Cham : Springer International Publishing
    Details
    ISBN: 9783319165431
    Language: English
    Pages: Online-Ressource (XVI, 299 p. 11 illus, online resource)
    Edition: 1st ed. 2015
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. The Future in Learning Science: What’s in it for the Learner?
    Keywords: Science Study and teaching ; Education ; Education ; Science Study and teaching
    Abstract: This volume considers the future of science learning - what is being learned and how it is being learned - in formal and informal contexts for science education. To do this, the book explores major contemporary shifts in the forms of science that could or should be learned in the next 20 years, what forms of learning of that science should occur, and how that learning happens, including from the perspective of learners. In particular, this volume addresses shifts in the forms of science that are researched and taught post-school - emerging sciences, new sciences that are new integrations, “futures science”, and increases in the complexity and multidisciplinarity of science, including a multidisciplinarity that embraces ways of knowing beyond science. A central aspect of this in terms of the future of learning science is the urgent need to engage students, including their non-cognitive, affective dimensions, both for an educated citizenry and for a productive response to the ubiquitous concerns about future demand for science-based professionals. Another central issue is the actual impact of ICT on science learning and teaching, including shifts in how students use mobile technology to learn science
    Description / Table of Contents: The Future in Learning Science: Themes, Issues and Big Ideas. Cathy Buntting, Richard Gunstone, Deborah Corrigan, Justin Dillon and Alister JonesLearning for a Better World: Futures in Science Education, Michael Reiss -- Connoisseurs of Science: A Next Goal for Science Education? Peter Fensham -- When Science Changes: The Impact of ICTs on Preparing Students for Science Outside of School , Marie-Claire Shanahan -- Forms of learning in senior secondary science as represented through an integrated curriculum, May Cheng -- Pursuing different forms of science learning through innovative curriculum implementation, Greg Lancaster, Debra Panizzon and Deborah Corrigan -- Reconceptualising the Learning and Teaching of Scientific Concepts, Colette Murphy -- Making Science beyond the Classroom Accessible to Students, Léonie Rennie -- Children Learning Science in and for a Participatory Culture, Bronwen Cowie and Elaine Khoo -- The Elephant in the Room: Emotional Literacy/Intelligence, Science Education, and Gender, Brian Matthews -- Initiatives to Prepare New Science Teachers for Promoting Student Engagement, Shirley Simon and Paul Davies -- Futures Thinking in the Future of Science Education, Cathy Buntting and Alister Jones -- Revealing Questions: What are Learners Asking About? Amy Seakins -- The Potential of Digital Technology for Science Learning and Teaching-The Learners’ Perspective, Neil Selwyn and Rebecca Cooper -- Facilitating Change in Science Teachers’ Perceptions about Learning and Teaching, John Loughran and Kathy Smith.
    Note: Description based upon print version of record
    DOI: 10.1007/978-3-319-16543-1
    URL: Volltext
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    URL: Cover
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  • 3
    Online Resource
    Online Resource
    Science Education Research and Practice in Europe : Retrosspective and Prospecctive (2012)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789460919008
    Language: English
    Pages: Online-Ressource (VIII, 394 p, digital)
    Series Statement: Cultural Perpectives in Science Education 5
    Series Statement: Cultural and Historical Perspectives on Science Education 13/5
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Science Education Research and Practice in Europe: Retrospective and Prospective
    RVK:
    TB 4056
    RVK:
    DP 4600
    Keywords: Science Study and teaching ; Education ; Education
    Abstract: Preliminary Material /Doris Jorde and Justin Dillon -- Science Education Research and Practice in Europe: Retrospective and Prospective /Doris Jorde and Justin Dillon -- The Model of Educational Reconstruction – A Framework for Improving Teaching and Learning Science /Reinders Duit , Harald Gropengießer , Ulrich Kattmann , Michael Komorek and Ilka Parchmann -- Transcending Science: Scientific Literacy and Bildung for the 21st Century /Per-Olof Wickman , Caroline Liberg and Leif Östman -- How Research on Students’ Processes of Concept Formation can Inform Curriculum Development /Claudia V. Aufschnaiter and Christian Rogge -- Studies of the Development of Students’ Understandings of Ecological Phenomena /Gustav Helldén -- Video Analysis as a tool for Understanding Science Instruction /Hans E. Fischer and Knut Neumann -- The Nature of Video Studies in Science Education /Andrée Tiberghien and Gérard Sensevy -- Teaching Activities and Language use in Science Classrooms /Marianne Ødegaard and Kirsti Klette -- Results and Perspectives from the ROSE Project /Svein Sjøberg and Camilla Schreiner -- The Cultural Context of Science Education /Cathrine Hasse and Anne B. Sinding -- Argumentation in Science Education Research: Perspectives from Europe /Sibel Erduran and Maria Pilar Jiménez-Aleixandre -- Classroom Discourse and Science Learning: Issues of Engagement, Quality and Outcome /Asma Almahrouqi and Phil Scott -- School Health Education Nowadays: Challenges and Trends /Graça S. Carvalho and Dominique Berger -- Science Education Research in Turkey: A Content Analysis of Selected Features of Published Papers /Mustafa Sozbilir , Hulya Kutu and M. Diyaddin Yasar -- Improving Science Education Through European Models of Sustainable Teacher Professional Development /Matthias Stadler and Doris Jorde.
    Abstract: Each volume in the 7-volume series The World of Science Education reviews research in a key region of the world. These regions include North America, South and Latin America, Asia, Australia and New Zealand, Europe, Arab States, and Sub-Saharan Africa. The focus of this Handbook is on science education in Europe. In producing this volume the editors have invited a range of authors to describe their research in the context of developments in the continent and further afield. In reading this book you are invited to consider the historical, social and political contexts that have driven developments in science education research over the years. A unique feature of science education in Europe is the impact of the European Union on research and development over many years. A growing number of multi-national projects have contributed to the establishment of a community of researchers increasingly accepting of methodological diversity. That is not to say that Europe is moving towards homogeneity, as this volume clearly shows
    Description / Table of Contents: ""Science Education Research and Practice in Europe""; ""ACKNOWLEDGEMENTS""; ""CONTENTS""; ""1. SCIENCE EDUCATION RESEARCH AND PRACTICEIN EUROPE: RETROSPECTIVE AND PROSPECTIVE""; ""INTRODUCTION""; ""WHAT COUNTS AS EUROPE?""; ""A RETROSPECTIVE LOOK AT SCIENCE EDUCATION IN EUROPE""; ""England: An Example of the Development of Science Education in Europe""; ""RESEARCH IN SCIENCE EDUCATION IN EUROPE""; ""POLICY TEXTS AND THE NATURE OF SCIENCE EDUCATION""; ""SCIENCE EDUCATION RESEARCH AND DEVELOPMENT IN THE EU""; ""REFERENCES""; ""AFFILIATIONS""
    Description / Table of Contents: ""2. THE MODEL OF EDUCATIONAL RECONSTRUCTION � A FRAMEWORK FOR IMPROVING TEACHING AND LEARNING SCIENCE""""OVERVIEW""; ""ON THE INTERRDISCIPLINARRY NATURE OFF SCIENCE EDDUCATION""; ""TRADITIONS OF SCIENCE EDUCATION RESEARCH""; ""THE GERMAN TRADITION OF BILDUNG AND DIDAKTIK""; ""THE MODEL OF EDUCATIONAL RECONSTRUCTION""; ""Introductory Remarks""; ""Epistemological Orientation""; ""Overview of the Model""; ""Component (1): Clarification and Analysis of Science Content""; ""Component (2): Research on Teaching and Learning""
    Description / Table of Contents: ""Component (3): Design and Evaluation of Teaching and Learning Environments""""The Recursive Process of Educational Reconstruction""; ""The Model of Educational Reconstruction and Other Models of Instructional Design""; ""CONCLUSIONS � ON THE ROLE OF THE MODEL OF EDUCATIONAL""; ""The Model of Educational Reconstruction as a Framework for Science Education Research""; ""Conceptual Reconstruction""; ""The Model of Educational Reconstruction as a Model for Teacher Professional Development""; ""The Model of Educational Reconstruction for Teacher Education""; ""CODA""; ""NOTES""; ""REFERENCES""
    Description / Table of Contents: ""AFFILIATIONS""""3. TRANSCENDING SCIENCE: SCIENTIFIC LITERACY AND BILDUNG FOR THE 21ST CENTURY ""; ""OVERVIEW""; ""INTRODUCTION""; ""Bildung""; ""Vision 1 and Vision 2""; ""Transcending Science""; ""THE DIMENSION OF NORMATIVITY""; ""Moral/ethical""; ""Political""; ""Norms""; ""Aesthetics""; ""Transformation""; ""TEACHING AND LEARNING SCIENCE AS ACTION""; ""Situating Science in an Activity""; ""The Quest for Relevant Activities""; ""A Pragmatist Interpretation""; ""Developing Science Activities""; ""LANGUAGE AND SCIENCE EDUCATION""; ""Modes of Communication""; ""Language Dimensions""
    Description / Table of Contents: ""CONCLUDING REMARKS""""ACKNOWLEDGEMENTS""; ""REFERENCES""; ""4. HOW RESEARCH ON STUDENTS� PROCESSES OF CONCEPT FORMATION CAN INFORM CURRICULUM DEVELOPMENT""; ""ABSTRACT""; ""INTRODUCTION""; ""A BRIEF CRITICAL DISCUSSION OF RESEARCH ON CONCEPTUAL CHANGE""; ""Theoretical Descriptions of Concepts and Conceptual Change""; ""Concepts""; ""Conceptual Change""; ""Empirical Approaches towards Investigating Conceptual Change""; ""CONCLUSIONS""; ""SAMPLE, PROCEDURES, AND METHODS""; ""Procedures and Samples""; ""Methods""; ""EMPIRICAL RESULTS ON STUDENTS� PROCESSES OF CONCEPT FORMATION""
    Description / Table of Contents: ""Conceptual Qualities""
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6091-900-8
    URL: Volltext  (lizenzpflichtig)
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 4
    Online Resource
    Online Resource
    Understanding Student Participation and Choice in Science and Technology Education (2015)
    Dordrecht : Springer Netherlands
    Details
    ISBN: 9789400777934
    Language: English
    Pages: Online-Ressource (XIII, 412 p. 30 illus., 20 illus. in color, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
    Keywords: Mathematics ; Science Study and teaching ; Education, Higher ; Engineering ; Education ; Education ; Mathematics ; Science Study and teaching ; Education, Higher ; Engineering
    Abstract: Drawing on data generated by the EU’s Interests and Recruitment in Science (IRIS) project, this volume examines the issue of young people’s participation in science, technology, engineering and mathematics education. With an especial focus on female participation, the chapters offer analysis deploying varied theoretical frameworks, including sociology, social psychology, and gender studies. The material also includes reviews of relevant research in science education, and summaries of empirical data concerning student choices in STEM disciplines in five European countries. Featuring both quantitative and qualitative analyses, the book makes a substantial contribution to the developing theoretical agenda in STEM education. It augments available empirical data and identifies strategies in policy-making that could lead to improved participation-and gender balance-in STEM disciplines. The majority of the chapter authors are IRIS project members, with additional chapters written by specially invited contributors. The book provides researchers and policy makers alike with a comprehensive and authoritative exploration of the core issues in STEM educational participation
    Description / Table of Contents: Introduction: Participation in science and technology education - presenting the challenge and introducing project IRISSection 1:Theoretical perspectives on educational choice -- Chapter 1: Expectancy-value perspectives on STEM choice in late-modern societies -- Chapter 2. A narrative approach to understand students’ identities and choices -- Chapter 3: Gender, STEM studies and educational choices. Insights from feminist perspectives -- Section 2: Interest and participation in STEM from primary school to phD -- Chapter 4: STEM attitudes, interests and career choice -- Chapter 5: Science aspirations and gender identity: Lessons from the ASPIRES project -- Chapter 6: The impact of science curriculum content on students’ subject choices in post-compulsory schooling -- Chapter 7: A place for STEM: Probing the reasons for undergraduate course choices -- Chapter 8: Short stories of educational choice - in the words of science and technology students -- Chapter 9: Understanding declining science participation in Australia: A systemic perspective -- Chapter 10: Choice patterns of PhD students: why should i pursue a PhD? -- Chapter 11: The impact of outreach and out-of-school activities on Norwegian upper secondary students’ STEM motivations -- Section 3: Staying in STEM, leaving STEM? -- Chapter 12: Why do students in stem higher education programmes drop/opt out? Explanations offered from research -- Chapter 13: What makes them leave and where do they go? Non-completion and institutional departures in STEM -- Chapter 14: The first-year experience: Students’ encounter with science and engineering programmes -- Chapter 15: Keeping pace. Educational choice motivations and first-year experiences in the words of Italian students -- Section 4: Applying feminist perspectives to understand STEM participation -- Chapter 16: When research challenges gender stereotypes: Exploring narratives of girls’ educational choices -- Chapter 17: Italian female and male students’ choices: STEM studies and motivations -- Chapter 18: Being a woman in a man’s place or being a man in a women’s place: insights into students’ experiences of science and engineering at university -- Chapter 19: Italian students’ ideas about gender and science in late modern societies. interpretations from a feminist perspective -- Section 5: Understanding and improving STEM participation: Conclusions and recommendations -- Chapter 20: Understanding student participation and choice in science and technology education: The contribution of IRIS -- Chapter 21: Improving participation in science and technology higher education: Ways forward -- Appendix: The IRIS questionnaire: Brief account of instrument development, data collection and respondents.
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-007-7793-4
    URL: Volltext
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    URL: Cover
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  • 5
    Online Resource
    Online Resource
    The Professional Knowledge Base of Science Teaching (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048139279 , 1283085607 , 9781283085601
    Language: English
    Pages: Online-Ressource (XVI, 326p, 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: Over the past twenty years, much has been written about the knowledge bases thought necessary to teach science. Shulman has outlined seven knowledge domains needed for teaching, and others, such as Tamir, have proposed somewhat similar domains of knowledge, specifically for science teachers. Aspects of this knowledge have changed because of shifts in curriculum thinking, and the current trends in science education have seen a sharp increase in the significance of the knowledge bases. The development of a standards-based approach to the quality of science teaching has become common in the Western world, and phrases such as evidence-based practice have been tossed around in the attempt to measure such quality. The Professional Knowledge Base of Science Teaching explores the knowledge bases considered necessary for science teaching. It brings together a number of researchers who have worked with science teachers, and they address what constitutes evidence of high quality science teaching, on what basis such evidence can be judged, and how such evidence reflects the knowledge basis of the modern day professional science teacher. This is the second book produced from the Monash University- King's College London International Centre for the Study of Science and Mathematics Curriculum. The first book presented a big picture of what science education might be like if values once again become central while this book explores what classroom practices may look like based on such a big picture.
    Description / Table of Contents: Preface; Contents; Contributors; About the Authors; Chapter 1; Approaches to Considering the Professional Knowledge Base of Science Teachers; Introduction; The Profession of Science Teaching; Perspectives on the Knowledge Base of Science Teaching; The Intellectual Work of Science Teachers; Socio-Cultural Contexts for the Work of Science Teachers; Work Organization Aspects of the Work of Science Teachers; Future Aspects of the Work of Science Teachers; References; Blurring the Boundary Between the Classroom and the Community: Challenges for Teachers' Professional Knowledge; Chapter 2
    Description / Table of Contents: Background: The Quality of Science EducationScience Curriculum and Scientific Literacy; Science in Everyday Situations; Knowledge and the Science Curriculum; Scientific Literacy in a Balanced Curriculum; Changing Curriculum, Changing Teaching; Teachers' Content Knowledge; Teaching About Community Issues in the Classroom; Teachers' Professional Learning; Changing Teachers' Mindsets: Ways Forward; Teachers Learning by Doing; Final Word; References; Didaktik-An Appropriate Framework for the Professional Work of Science Teachers?; Chapter 3; Didaktik and Current Developments in Science Education
    Description / Table of Contents: Bildung as an Essential Element of DidaktikBildung and Didaktik; Bildung and Scientific Literacy; Teachers Within the Concept of Didaktik; Bildung Within Natural Sciences; Teacher Education that Facilitates Students' Bildung; Questions; Answers: Subject Matter Knowledge; Answers: Pedagogical Content Knowledge; Bildung and Technical Rationality; Neuweg's First Precondition-Experience; Neuweg's Second Precondition-Knowledge; Neuweg's Third Precondition-Reflection; Neuweg's Fourth Precondition-Personality; Consequences; Congruence Between Goals and Experience; Subject Matter Studies; Knowledge
    Description / Table of Contents: ReflectionReferences; Chapter 4; Moving Beyond Deconstruction and Reconstruction: Teacher Knowledge-as-Action; Introduction; Deconstructing and Reconstructing Theoretical Aspects; Deconstructing and Reconstructing Pedagogical Aspects; Exploring Aspects of Knowledge for the Classroom; Knowledge-as-Action; Affective Aspects of Knowledge-as-Action; Linking PCK to Assessment for Learning Interactions; Deconstructing and Reconstructing Improvement Aspects; Individual Teacher Awareness and Knowledge; Planning as Tool to Bridge Individual and Collective Improvement
    Description / Table of Contents: Role of Collaboration and Teacher and Researcher MeetingsOrganisational Culture for Improvement; Conclusion; References; Chapter 5; Making a Case for Improving Practice: What Can Be Learned About High-Quality Science Teaching from Teacher-Produced Cases?; Science Teaching and Learning Project; Case Writing; Case Analysis; Valuing Student Decision Making; Making Real-World Links; The Purpose of Practical Work; Implementing New Strategies; Working from Student Ideas; Learning About Facilitating Case Writing; Conclusion; References; Chapter 6
    Description / Table of Contents: An Approach to Elaborating Aspects of a Knowledge Base for Expert Science Teaching
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-90-481-3927-9
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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