Learning In Science

Author: Beverley Bell
Publisher: Routledge
ISBN: 1134426194
Size: 40.71 MB
Format: PDF, ePub
View: 2191
Learning in Science brings together accounts of the five influential and groundbreaking Learning in Science Projects, undertaken by the author over a period of twenty years. Offering comprehensive coverage of the findings and implications of the projects, the book offers insight and inspiration at all levels of science teaching and learning, from primary and secondary school science, to teacher development, and issues of classroom assessment. The book reviews the findings in the light of current science education, and is thematically organised to illuminate continuous and emerging themes and trends, including: * learning * pedagogy * assessment * Maori and science education * curriculum development as teacher development * and research methodology. Learning in Science will be a valuable resource for science teachers, science teacher educators, science education researchers, curriculum developers and policy makers.

Learning Science In The Schools

Author: Shawn M. Glynn
Publisher: Routledge
ISBN: 1136487786
Size: 67.82 MB
Format: PDF, Docs
View: 5298
Science -- and the technology derived from it -- is having a dramatic impact on the quality of our personal lives and the environment around us. Science will have an even greater impact on the lives of our students. The lives of scientifically literate students will be enriched by their understanding, appreciation, and enjoyment of the natural world. To prosper in the near future, all students must become scientifically literate and embrace the notion of life-long learning in science. Without scientific literacy, it will become impossible for students to make informed decisions about the interrelated educational, scientific, and social issues that will confront them in the future. Intended for science teachers, teacher educators, researchers, and administrators, this volume is concerned with the innovative research that is reforming how science is learned in schools. The chapters provide overviews of current research and illustrate how the findings of this research are being applied in schools. This research-based knowledge is essential for effective science instruction. The contributors are leading authorities in science education and their chapters draw clear connections among research, theory, and classroom practice. They provide excellent examples from science classes in which their research has reformed practice. This book will help educators develop the scientific literacy of students. It bridges the gap between cutting-edge research and classroom practice to provide educators with the knowledge they need to foster students' scientific literacy.

The Future In Learning Science What S In It For The Learner

Author: Deborah Corrigan
Publisher: Springer
ISBN: 3319165437
Size: 40.20 MB
Format: PDF, ePub, Docs
View: 7415
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.

Designing And Teaching The Elementary Science Methods Course

Author: Sandra K. Abell
Publisher: Routledge
ISBN: 1135281343
Size: 33.88 MB
Format: PDF
View: 4131
What do aspiring and practicing elementary science teacher education faculty need to know as they plan and carry out instruction for future elementary science teachers? This scholarly and practical guide for science teacher educators outlines the theory, principles, and strategies needed, and provides classroom examples anchored to those principles. The theoretical and empirical foundations are supported by scholarship in the field, and the practical examples are derived from activities, lessons, and units field-tested in the authors’ elementary science methods courses. Designing and Teaching the Elementary Science Methods Course is grounded in the theoretical framework of pedagogical content knowledge (PCK), which describes how teachers transform subject matter knowledge into viable instruction in their discipline. Chapters on science methods students as learners, the science methods course curriculum, instructional strategies, methods course assessment, and the field experience help readers develop their PCK for teaching prospective elementary science teachers. "Activities that Work" and "Tools for Teaching the Methods Course" provide useful examples for putting this knowledge into action in the elementary science methods course.

Teacher Socialisation

Author: Jennifer Nias
Publisher: Hyperion Books
Size: 76.51 MB
Format: PDF, ePub, Mobi
View: 748
This monograph presents an analysis of the central characteristics of self-image held by a group of graduates during their experience as primary school teachers in England, and the ways that they sought to preserve their sense of identity during their first decade of work. Data were gathered from personal accounts of 99 teachers through in-depth interviews and observations. A study of the results revealed that many of the teachers shared common views of themselves in terms of motivation, values, and ideals, even though each was unique in terms of personality and experience. It is suggested that the teachers whose views are reported in this study saw teacher development primarily as the development of the person and professional socialization as a pro-active and voluntary process of seeking or negotiating a context in which they felt they could "be themselves." The second and longer portion of the monograph is devoted to the following readings: (1) "The Limits of Socialization" (Dan C. Lortie); (2) "Developmental Stages of Preschool Teachers" (Lilian G. Katz); (3) "Situationally Constrained Strategies" (Colin Lacey); (4) "Self-Confrontation Reviewed: A Conceptualisation for Video Playback in Teacher Education" (Frances F. Fuller and Brad A. Manning); and (5) "Strategies, Commitment and Identity: Making and Breaking the Teacher Role" (Peter Woods). A brief annotated bibliography is included. (JD)

Teaching And Learning Science

Author: Derek Hodson
Publisher: McGraw-Hill Education (UK)
ISBN: 0335231799
Size: 20.88 MB
Format: PDF, ePub
View: 1639
This book extends and unifies recent debate and research about science education in several disparate fields, including philosophy of science, cognitive psychology and motivation theory. Through an approach based on the personalization of learning and the politicization of the curriculum and classroom, it shows how the complex goal of critical scientific literacy can be achieved by all students, including those who traditionally underachieve in science or opt out of science education at the earliest opportunity.