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  • 1
    Online-Ressource
    Online-Ressource
    Examining Pedagogical Content Knowledge : The Construct and its Implications for Science Education (2002)
    Dordrecht : Kluwer Academic Publishers
    Details
    ISBN: 9780306472176
    Sprache: Englisch
    Seiten: Online-Ressource , v.: digital
    Ausgabe: Online-Ausg. Springer-11648
    Ausgabe: Springer eBook Collection. Humanities, Social Science and Law
    Serie: Science & Technology Education Library 6
    Serie: Contemporary Trends and Issues in Science Education 6
    Paralleltitel: Erscheint auch als
    Paralleltitel: Erscheint auch als
    Paralleltitel: Erscheint auch als
    Schlagwort(e): Education ; Science Study and teaching ; Teachers Training of ; Science—Study and teaching. ; Teachers—Training of. ; Learning, Psychology of. ; Naturwissenschaftlicher Unterricht
    Kurzfassung: Pedagogical Content Knowledge: An Introduction and Orientation -- The Literature -- The Complex Nature and Sources of Teachers’ Pedagogical Knowledge -- Secondary Teachers’ Knowledge and Beliefs about Subject Matter and their Impact on Instruction -- Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching -- Domains of Teacher Knowledge -- Emerging Lines of Research in Science Teacher Education -- Assessment and Measurement of Pedagogical Content Knowledge -- Changing Our Teaching: The Role of Pedagogical Content Knowledge in Elementary Science -- Reconceptualizing Secondary Science Teacher Education -- Pedagogical Content Knowledge and Co-Participation in Science Classrooms -- Impacts of PCK on the Development of Science Teacher Education Programs -- Constructing a Framework for Elementary Science Teaching Using Pedagogical Content Knowledge -- Incorporating Subject Matter Specific Teaching Strategies into Secondary Science Teacher Preparation -- The Triad Approach: A Consensus for Science Teaching and Learning.
    Kurzfassung: Since its emergence over two decades ago, the construct of pedagogical content knowledge (PCK) has significantly impacted preservice and inservice teacher education, educational policy, and educational research. PCK has served to re-focus educators' attention on the important role of subject matter in educational practice and away from the more generic approach to teacher education that dominated the field prior to 1975. This ambitious text is the first of its kind to summarize the theory, research, and practice related to pedagogical content knowledge. The audience is provided with a functional understanding of the basic tenets of the construct as well as its applications to research on science teacher education and the development of science teacher education programs. The authors are prominent educators representing a variety of subject matter areas and K-12 grade levels. Although the focus of the text is science education, it should provide valuable reading for any individuals with interests in professional teacher education.
    DOI: 10.1007/0-306-47217-1
    URL: Volltext
    URL: lizenzpflichtig
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    Online-Ressource
    MPI Ethno. Forsch.
  • 2
    Online-Ressource
    Online-Ressource
    Handbook of research on science education : Volume III (2023)
    New York, NY : Routledge
    Details
    ISBN: 9781000828627 , 100082862X , 9780367855758 , 0367855755 , 9781000828665 , 1000828662
    Sprache: Englisch
    Seiten: 1 online resource
    Paralleltitel: Erscheint auch als
    Schlagwort(e): Science Study and teaching ; Research ; EDUCATION / Teaching Methods & Materials / Science & Technology ; SCIENCE / Study & Teaching ; EDUCATION / Research ; Science ; Study and teaching ; Research
    Kurzfassung: Volume III of this landmark synthesis of research offers a comprehensive, state-of-the-art survey highlighting new and emerging research perspectives in science education. Building on the foundations set in Volumes I and II, Volume III provides a globally minded, up-to-the-minute survey of the science education research community and represents the diversity of the field. Each chapter has been updated with new research and new content, and Volume III has been further developed to include new and expanded coverage on astronomy and space education,epistemic practices related to socioscientific issues,design-based research, interdisciplinary and STEM education, inclusive science education, and the global impact of nature of science and scientific inquiry literacy. As with theprevious volumes, Volume III is organized around six themes: theory and methods of science education research; science learning; diversity and equity; science teaching; curriculum and assessment; and science teacher education. Each chapter presents an integrative review of the research on the topic it addresses, pulling together the existing research, working to understand historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty, scholars, and graduate students, and pointing towards future directions of the field, Handbook of Research on Science Education Research, Volume III offers an essential resource to all members of the science education community.
    Anmerkung: Includes bibliographical references and indexes. - Online resource; title from PDF title page (EBSCO, viewed February 13, 2023)
    URL: lizenzpflichtig
    Bibliothek Standort Signatur Band/Heft/Jahr Verfügbarkeit
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    Online-Ressource
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  • 3
    Online-Ressource
    Online-Ressource
    Handbook of research on science education (2007)
    Mahwah, N.J. : Lawrence Erlbaum Associates
    Details
    ISBN: 9781136781209 , 113678120X
    Sprache: Englisch
    Seiten: 1 online resource (1 v.) , ill.
    Paralleltitel: Erscheint auch als
    Schlagwort(e): Science ; Study and teaching ; Research ; Electronic books ; Electronic books ; local
    Kurzfassung: 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/ .
    Anmerkung: Includes bibliographical references and indexes. - Description based on print version record
    URL: https://learning.oreilly.com/library/view/-/9780805847130/?ar
    Bibliothek Standort Signatur Band/Heft/Jahr Verfügbarkeit
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    Online-Ressource
    MPI Ethno. Forsch.
  • 4
    Online-Ressource
    Online-Ressource
    Scientific Inquiry and Nature of Science : Implications for Teaching, Learning, and Teacher Education (2006)
    Dordrecht : Springer
    Details
    ISBN: 9781402026720
    Sprache: Englisch
    Seiten: Online-Ressource , v.: digital
    Ausgabe: Springer eBook Collection. Humanities, Social Sciences and Law
    Serie: Science & Technology Education Library 25
    DDC: 507.1
    Schlagwort(e): Education ; Science Study and teaching
    Kurzfassung: This book synthesizes the most current literature and research on scientific inquiry and nature of science in K-12 instruction. It is unique in its presentation of the distinctions and overlaps of inquiry and nature of science as instructional outcomes. The text would be appropriate for individuals preparing to become science teachers as well as experienced teachers. Researchers and teachers will find the text interesting as it carefully explores the subtleties and challenges of designing curriculum and instruction for integrating inquiry and nature of science
    Beschreibung / Inhaltsverzeichnis: ""TABLE OF CONTENTS""; ""INTRODUCTION""; ""SCIENTIFIC INQUIRY AND SCIENCE TEACHING""; ""PART I: HISTORICAL AND CONTEMPORARY EDUCATIONAL CONTEXTS""; ""HISTORICAL PERSPECTIVES ON INQUIRY TEACHING IN SCHOOLS""; ""THE SPECIAL ROLE OF SCIENCE TEACHING IN SCHOOLS SERVING DIVERSE CHILDREN IN URBAN POVERTY""; ""ADDRESSING DISABILITIES IN THE CONTEXT OF INQUIRY AND NATURE OF SCIENCE INSTRUCTION""; ""USING TECHNOLOGY TO SUPPORT INQUIRY IN MIDDLE SCHOOL SCIENCE""; ""PART II: TEACHING AND LEARNING SCIENTIFIC INQUIRY""
    Beschreibung / Inhaltsverzeichnis: ""THE KNOWLEDGE BUILDING ENTERPRISES IN SCIENCE AND ELEMENTARY SCHOOL SCIENCE CLASSROOMS""""COMMUNITY, CULTURE, AND CONVERSATION IN INQUIRY- BASED SCIENCE INSTRUCTION""; ""DEVELOPING UNDERSTANDING OF SCIENTIFIC INQUIRY IN SECONDARY STUDENTS""; ""INQUIRY IN SCIENCE TEACHER EDUCATION""; ""A BALANCED APPROACH TO SCIENCE INQUIRY TEACHING""; ""PART III: CURRICULUM AND ASSESSMENT""; ""ON THE CONTENT OF TASK-STRUCTURED SCIENCE CURRICULA""; ""ENVISIONING A CURRICULUM OF INQUIRY IN THE ELEMENTARY SCHOOL""; ""CLASSROOM ASSESSMENT OF OPPORTUNITY TO LEARN SCIENCE THROUGH INQUIRY""
    Beschreibung / Inhaltsverzeichnis: ""PART IV: TEACHING AND LEARNING ABOUT NATURE OF SCIENCE""""SYNTAX OF NATURE OF SCIENCE WITHIN INQUIRY AND SCIENCE INSTRUCTION""; ""RELATING HISTORY OF SCIENCE TO LEARNING AND TEACHING SCIENCE: USING AND ABUSING""; ""AUTHENTIC SCIENTIFIC INQUIRY AS CONTEXT FOR TEACHING NATURE OF SCIENCE""; ""INQUIRY LEARNING IN COLLEGE CLASSROOMS""; ""OVER AND OVER AGAIN: COLLEGE STUDENTS� VIEWS OF NATURE OF SCIENCE""; ""PERUSING PANDORA�S BOX""; ""INDEX""; ""ABOUT THE EDITORS""
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-1-4020-5814-1
    URL: Volltext  (lizenzpflichtig)
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