Bøger i Contemporary Trends and Issues in Science Education serien

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 to teaching science and religion in the classroom at all levels. Key themes include the origin of the universe, the theory of evolution, the nature of the human person, the nature of science, Artificial Intelligence and the laws of nature. These themes 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 and also a key collection of research and thought for those engaged in research in science education and religious studies.  Chapters include critical analysis of long-established presumptions, reflection on new developments and the presentation of empirical research in science and religion education from around the world.

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.

This book, tackles many of these tough questions head on.All of the contributing authors consider the same core question: Given the rapidly changing landscape of science education, including the elevated status of engineering design, what are the best approaches to the effective integration of the science and engineering practices?

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

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 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.

This book, tackles many of these tough questions head on.All of the contributing authors consider the same core question: Given the rapidly changing landscape of science education, including the elevated status of engineering design, what are the best approaches to the effective integration of the science and engineering practices?

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.

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.

Why is metacognition gaining recognition, both in education generally and in science learning in particular? Metacognition in Science Education discusses emerging topics at the intersection of metacognition with the teaching and learning of science concepts, and with higher order thinking more generally.

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.

They believe that to develop effective teaching for meaningful learning in science, we must identify how teachers themselves interpret difficult ideas in science and, in particular, what supports their own learning in coming to a professional understanding of how to teach science concepts to young children.

Currents such as epistemological and social constructivism, postmodernism, and certain forms of multiculturalism that had become fashionable within science education circles in the last decades lost sight of critical inquiry as the core aim of education.

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 unique, edited book is a must for science educators who desire to improve upon traditional methods for science teaching and learning.

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This book explores what happens as beginning urban teachers transition through their first few years in the classroom. It captures one teacher's journey through the first three years of teaching science and mathematics in a large urban district in the US.

This volume offers a unique set of research exemplars for science, mathematics and technology educators. The volume explores the important challenge of how to translate leading-edge methodologies into practical research strategies and techniques. The book is divided into three major sections, The Golden Age of Research, Meeting the Research Crises and A New Era of Research, with chapters exploring a variety of methodologies and representational forms and texts. These include historical, narrative, literary, phenomenological, autobiographical, virtual and performance texts, among others.Qualitative Research in Postmodern Times is an exciting and accessible book that will be essential reading for science, mathematics and technology educators interested in new forms of educational research. Beginning researchers will find it practically helpful in planning and conducting their research studies, while experienced researchers will welcome new theoretical insights into postmodern methodologies.

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.

Why is metacognition gaining recognition, both in education generally and in science learning in particular? Metacognition in Science Education discusses emerging topics at the intersection of metacognition with the teaching and learning of science concepts, and with higher order thinking more generally.

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.

It is generally believed that doing science means accumulating empirical data with no or little reference to the interpretation of the data based on the scientist's th- retical framework or presuppositions.

There is surprisingly little known about affect in science education. How might educators engage affect as a way of challenging existing inequalities and practices?This book will be an invaluable resource for anybody interested in science education research and more generally in research on teaching, learning and affect.

Currents such as epistemological and social constructivism, postmodernism, and certain forms of multiculturalism that had become fashionable within science education circles in the last decades lost sight of critical inquiry as the core aim of education.

They believe that to develop effective teaching for meaningful learning in science, we must identify how teachers themselves interpret difficult ideas in science and, in particular, what supports their own learning in coming to a professional understanding of how to teach science concepts to young children.

The use of analogies and metaphors is important in science itself and their use in teaching science seems a natural extension, but textbooks with their own sparse logic, do not help teachers or students.

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.

Describes a number of comparative studies of pupils' achievement, and examines the factors associated with successful teaching and learning and with school effectiveness. This book describes the usefulness of such studies for policy makers, test designers, researchers and teachers, while offering a critical account of their limitations.