Bøger i Contemporary Trends and Issues in Science Education serien

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.

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 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.

Offers research exemplars for science, mathematics and technology educators. This book explores the important challenge of how to translate leading-edge methodologies into practical research strategies and techniques. It contains sections that include, The Golden Age of Research, Meeting the Research Crises, and A New Era of 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.

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;

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

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.

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.

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 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 synthesizes current literature and research on scientific inquiry and the nature of science in K-12 instruction. 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.

This book synthesizes current literature and research on scientific inquiry and the nature of science in K-12 instruction. 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.

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.

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.

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 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.

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.

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.

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.

At the present, there is an emergent need to meet the shortage of qualified science teachers and at the same time to bring qualitative improvements in the courses offered in teacher education institutions. Prospective teachers behave like passive listeners to their teachers.

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.

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.

At the present, there is an emergent need to meet the shortage of qualified science teachers and at the same time to bring qualitative improvements in the courses offered in teacher education institutions. Prospective teachers behave like passive listeners to their 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;

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.