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.

The target audience for the book includes graduate students in education, science education and education policy professors, policy and government officials involved with education.

The authors have taken the opportunity in this book to develop their ideas further, anticipate and respond to criticisms-that of relativism, for example-and explain how their theory can be applied to analyze the teaching of core concepts in science such as heat and temperature, life and biological adaptation.

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.

and much more. This book appeals to science education researchers, comparative educationresearchers, science educators, graduate students, state science educationleaders and officers in the international communities.

This book includes theories, research, and practices for envisioning how science and environmental education can contribute to nuanced indicators of school achievement, with the prospect of comparing these metrics worldwide.

The authors propose the science curriculum concept of Global Science Literacy justifying its use internationally with reference to the nature of science, the probable direction of science in the new millennium, the capability for GSL to develop inter-cultural understanding, and its relevance to non-Western cultures and traditions.

The target audience for the book includes graduate students in education, science education and education policy professors, policy and government officials involved with education.

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.

It covers numerous topics that address key themes for contemporary science education including scientific literacy, goals for science teaching and learning, situated learning as a theoretical perspective for science education, and science for citizenship.

Educational researchers are bound to see this as a timely work. It presents research combining theoretical and empirical perspectives relevant for secondary science classrooms. Since the 1990s, argumentation studies have increased at a rapid pace, from stray papers to a wealth of research exploring ever more sophisticated issues.

As you will see in this book, my answer to the question of how people learn is that we all learn by spontaneously generating and testing ideas. We learn this way because the brain is essentially an idea generating and testing machine. , the learning of useful declarative knowledge), but also in improved skill in learning (i.

This is the first book to blend a justification for the inclusion of the history and philosophy of science in science teaching with methods by which this vital content can be shared with a variety of learners. This book is relevant to science methods instructors, science education graduate students and science teachers.

Chemical education is essential to everybody because it deals with ideas that play major roles in personal, social, and economic decisions. and that the professional development of all those associated with chemical education should make extensive and diverse use of that research. teaching and learning about chemical compounds and chemical change;

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.

This book provides an overview of the theory and practice of science communication. It deals with modes of informal communication such as science centres, television programs, and journalism and the research that informs practitioners about the effectiveness of their programs.

and much more. This book appeals to science education researchers, comparative educationresearchers, science educators, graduate students, state science educationleaders and officers in the international communities.

Mapping Biology Knowledge addresses two key topics in the context of biology, promoting meaningful learning and knowledge mapping as a strategy for achieving this goal. They include concept maps, cluster maps, webs, semantic networks, and conceptual graphs. The expanding role of computers in mapping biology knowledge is also explored.

It provides a theoretical framework to reconsider what a "functional view" of scientific literacy entails, by examining how nature of science issues, classroom discourse issues, cultural issues, and science-technology-society-environment case-based issues contribute to habits of mind about socioscientific content.

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.

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.

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

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 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.

This book aims to improve the design and organization of innovative laboratory practices and to provide tools and exemplary results for the evaluation of their effectiveness, adequate for labwork in order to promote students' scientific understanding in a variety of countries.

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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.

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.

Mapping Biology Knowledge addresses two key topics in the context of biology, promoting meaningful learning and knowledge mapping as a strategy for achieving this goal. They include concept maps, cluster maps, webs, semantic networks, and conceptual graphs. The expanding role of computers in mapping biology knowledge is also explored.