Bøger i Contemporary Trends and Issues in Science Education serien

This edited volume discusses the need to increase quantity and enhance quality of science education focused on preparing rural students to thrive in an interconnected, interdependent, and complex world. It acknowledges that globally integrated education incorporates local knowledge and culture with global trends. Additionally it highlights globally competent science teaching is not included in most preparation programs, and teachers enter schools unprepared to address students¿ needs. Rural schools lack opportunities to keep up with reform efforts and may have limited experiences with diversity, particularly at the global level. These chapters describe globalization in authors¿ respective academic institutions by sharing global competence action research projects for preservice teachers. The studies presented were conducted in elementary and secondary science methods, and science content courses. The book¿s research is unique as the contributors have carried out action research in science teacher preparation programs and participated in peer discussions that helped them fill gaps in global science teaching while advancing the field of teacher preparation programs.

This edited volume provides an in-depth exploration of a theoretical framework supporting Early Childhood Science Education research and teaching best practices. Particularly by presenting the concept of the Precursor Model from an epistemological, psychological, and didactical point of view at Early Childhood Science Education. The book examines and discusses the nature of Precursor Models and their use for early science teaching and learning. It scrutinizes different aspects of the construction of such models applied in early childhood education settings and contexts. Several empirical studies are presented within diverse scientific domains, as well as in international educational contexts. By providing a vary of examples of precursor models it makes this book a great companion for teachers aiming to teach children to understand and reason about topics such as: floating and sinking; shadow formation; water state changes; air; clouds and rain; electricity; inheritance and selection; as well as variation within populations. Finally, this volume supports the development of science education from an early age by using the original framework of a precursor model to mediate teaching and learning science at school during early childhood.

This edited volume presents latest development in applications of Rasch measurement in science education. It includes a conceptual introduction chapter and a set of individual chapters. The introductory chapter reviews published studies applying Rasch measurement in the field of science education and identify important principles of Rasch measurement and best practices in applications of Rasch measurement in science education. The individual chapters, contributed by authors from Canada, China, Germany, Philippines and the USA, cover a variety of current topics on measurement concerning science conceptual understanding, scientific argumentation, scientific reasoning, three-dimensional learning, knowledge-in-use and cross-cutting concepts of the Next Generation Science Standards, medical education learning experiences, machine-scoring bias, formative assessment, and teacher knowledge of argument. There are additional chapters on advances in Rasch analysis techniquesand technology including R, Bayesian estimation, comparison between joint maximum likelihood (JML) and marginal maximum likelihood (MML) estimations on model-data-fit, and enhancement to Rasch models by Cognitive Diagnostic Models and Latent Class Analysis. The volume provides readers who are new and experienced in applying Rasch measurement with advanced and exemplary applications in the forefront of various areas of science education research.

This edited volume showcases current science education research in Canada, from pre-Kindergarten to Grade 7, conducted in Canada by a diverse group of researchers from across the country. We draw on the themes that emerged from our previous book, Science Education in Canada: Consistencies, Commonalities, and Distinctions, to guide the structure of this book on elementary science education research. In particular, chapters on science teacher preparation; Indigenous perspectives; environmental education; science, technology, engineering, and mathematics (STEM); and science, technology, society, and the environment (STSE) reflect a Canadian perspective. However, these themes are of global interest and authors include ideas for how science education research in Canada might be used by academics and researchers in other countries. This book builds a cohesive picture of current elementary science education research in Canada, highlighting themes that will resonate with international readers.

This edited volume discusses major issues in present-day science and technology education (STE). It is divided into three thematic sections: philosophical foundations and curriculum development; sustainable development, technology and society; and the learning sciences and 21st century skills. Section I examines the history and future of STE curriculum development, along with specific issues within this dynamic area. Section II explores sustainable development in three important aspects: economic development, social development, and environmental protection. Section III covers the 21st century skills that are of overarching importance to the success of learners in school and the world of work.Anchoring each chapter is an assemblage of veteran science and technology education specialists selected from across the world. The book¿s target is a worldwide audience of undergraduate / post-graduate students and their teachers, as well as researchers. This book¿s exploration of the ever-increasing advances in STE and its narrative writing style will be of interest to a broad range of readers.

This edited volume offers a crosscutting view of STEM and is comprised of work by scholars in science, technology, engineering, and mathematics education.

This edited volume offers a crosscutting view of STEM and is comprised of work by scholars in science, technology, engineering, and mathematics education.

This book reviews the current state of theoretical accounts of the what and how of science learning in schools. All together the book offers leads to science educators on theoretical perspectives that have yielded valuable insights into science learning.

This book brings together the latest research in education in relation to science and religion. Leading international scholars and practitioners provide vital insights into the underlying debates and present a range of practical approaches for teaching. Key themes include the origin of the universe, the theory of evolution, the nature of the human person, the nature of science and Artificial Intelligence. These are explored in a range of international contexts. The book provides a valuable resource for teachers, students and researchers in the fields of education, science, religious education and the growing specialist field of science and religion.Science and Religion in Education is a compelling read for current and future generations of academic researchers and teachers who wish to explore the fascinating intersect between science education and religious studies. The research findings and insights presented by these international scholars offer new dimensions on contemporary practice. - Vaille Dawson, Professor of Science Education, University of Western AustraliaScience and Religion in Education offers a fascinating and diverse collection of chapters surveying the current state of thinking about how science and religion can be understood in education. The book offers a wealth of thought-provoking material for anyone interested in the natures of science and religion, their relationship(s), or their representation within the curriculum. - Professor Keith Taber, University of CambridgeScience education and religious education are uncomfortable bedfellows. This book, written in part as a response to the ¿ perhaps too clear ¿ accounts of Ian Barbour, provides suitably nuanced pictures of how science and religion are dealt with in schools. Whatever the views of specialists, young people ¿receive¿ an education in both science and religion: hearing their voices is refreshing in such a serious academic account. -Julian Stern, Professor of Education and Religion, York St John UniversityHumans have long endeavored to make sense of the world often using science and religion. Yet, these two great traditions are frequently seen as incompatible. This useful volume features thoughtful contributions from experts whose work straddles the divide and provides educators with arguments, engaging strategies and historical perspectives to help build a bridge and allow a fruitful discussion in schools. - William F. McComas, Distinguished Professor of Science Education, University of ArkansasEqual parts critical examination of existing models for the relationship between science and religion, scholarly exposition of newer models, and insights toward practical application in classrooms, this book is an invaluable resource for science and religion educators. If you have been thinking it is time we looked beyond Barbour¿s taxonomy, you will want to read this book. If you havenot, I implore you to read this book. - Jason Wiles, Associate Professor of Biology and Science Education, Syracuse University

This edited book aims to provide a global perspective on socioscientific issues (SSI), responsible citizenship and the relevance of science, with an emphasis on science teacher education. The volume, with more than twenty-five contributors from Africa, North and South America, Asia, Australasia and Europe, focuses on examples from in- and pre-service teacher training. The contributors expand on issues related to teachers¿ beliefs about teaching SSI, teachers¿ challenges when designing and implementing SSI-related activities, the role of professional development, both in pre- and in-service teacher training, in promoting SSI, the role of the nature of science when teaching SSI, promoting scientific practices through SSI in pre-service teaching, and the role of indigenous knowledge in SSI teaching. Finally, the book discusses new perspectives for addressing SSI in teacher education through the lens of relevance and responsible citizenship.

Prompted by the ongoing debate among science educators over 'nature of science', and its importance in school and university curricula, this book is a clarion call for a broad re-conceptualizing of nature of science in science education.

Many students find learning science extremely problematic. Exploring one of the central themes in science education theory, this volume examines how science education can be considered as a scientific activity within a broad post-positivist notion of science.

The conclusions and recommendations made in this book are derived from a study of ten teachers in Hong Kong as they tried to change their practice following a reform of the Hong Kong assessment system.

This book seeks to find an appropriate balance between thoughtful consideration of issues related to qualitative research in education - methods, stances and standards - and practical 'how to' advice for beginning researchers.

Teachers' Learning: Stories of Science Education is aimed at science educators who wish for a deeper understanding of how teachers learn to teach science and the role of stories in reporting science education research.

Guiding questions include: 'What practices are required for reading inscriptions?' and 'Do textbooks allow students to develop graphicacy skill required to critically read scientific texts?' The book reveals what it takes to interpret, read, and understand visual materials, and what it takes to engage inscriptions in a critical way.

Provides an introduction to the philosophy of technology that is accessible to non-philosophers. This book offers a survey of the state-of-affairs in the philosophy of technology and also discusses the relevance of that for teaching about technology.

This work documents the findings of a research project which investigated the ways in which teachers and students used formative assessment to improve the teaching and learning of science in some New Zealand classrooms.

Design and Technology has evolved in the school curriculum and the British government funds research exploring what learners could do when challenged with design and technology tasks. This book summarizes the lessons learned from this research.

This book is the culmination of over twenty years of work toward a pedagogical theory that promotes experiential learning of model-laden theory and inquiry in science.

Raising a basic question about the purpose of science education for the public, this book aims to understand how typical ninth-grade students and their science teachers think about nature or the natural world, and how their thoughts are related to science.

I wanted to help teachers create science learning environments in which children took charge of their learning, where children learned from more competent others by participating with them in ongoing activities, and teachers were responsible for setting up and maintaining a classroom community rather than for dissem inating information.

How can educators bridge the gap between 'big' ideas about teaching students to think and educational practice? This book addresses this question. It looks at science instruction with regard to two sets of explicit goals: one set refers to teaching science concepts and the second set refers to teaching higher order thinking.

This book documents learning and teaching in open-inquiry learning environments, designed with the precepts of these educational thinkers in mind. The book is thus a first-hand report of knowing and learning by individuals and groups in complex open-inquiry learning environments in science.

This volume is of interest to science educators, graduate students, and classroom teachers. This book is unique in that it synthesizes the research of the three leading researchers in the field of writing to learn science: Carolyn S.

Research in science education is now an international activity. -It considers trends in the research over time, and looks particularly at what progression in the research entails. -It provides insight into how researchers influence each other and how involvement in research affects the being of the researcher as a person.

This edited volume is a state-of-the-art comparison of primary science education across six East-Asian regions;

This book reviews the current state of theoretical accounts of the what and how of science learning in schools. All together the book offers leads to science educators on theoretical perspectives that have yielded valuable insights into science learning.