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"I read lots of books in which science education researchers tell science teachers how to teach. This book, refreshingly, is written the other way round.We read a number of accounts by outstanding science and technology teachers of how they use new approaches to teaching to motivate their students and maximise their learning. These accounts are then followed by some excellentanalyses from leading academics. I learnt a lot from reading this book." Professor Michael Reiss, Institute of Education, University of London "Provides an important new twist on one of the enduring problems of case-based learning... This is a book that deserves careful reading and re-reading, threading back and forwards from the immediate and practical images of excellence in the teachers’ cases to the comprehensive andscholarly analyses in the researchers’ thematic chapters." Professor William Louden, Edith Cowan University, Australia Through a celebration of teaching and research, this book explores exemplary practice in science education and fuses educational theory and classroom practice inunique ways. Analysing Exemplary Science Teaching brings together twelve academics, ten innovativeteachers and three exceptional students in a conversation about teaching and learning.Teachers and students describe some of their most noteworthy classroom practice,whilst scholars of international standing use educational theory to discuss, define andanalyse the documented classroom practice. Classroom experiences are directly linked with theory by a series of annotatedcomments. This distinctive web-like structure enables the reader to actively movebetween practice and theory, reading about classroom innovation and then theorizingabout the basis and potential of this teaching approach. Providing an international perspective, the special lessons described and analysed aredrawn from middle and secondary schools in the UK, Canada and Australia. This bookis an invaluable resource for preservice and inservice teacher education, as well as forgraduate studies. It is of interest to a broad spectrum of individuals, including trainingteachers, teachers, researchers, administrators and curriculum coordinators in scienceand technology education.
Developing Scientific Literacy addresses the gap of the revelance of science in everyday life, offering a much-needed framework for teachers wishing to explore ‘science in the media’ in secondary schools or colleges.
Asks how science teachers can make their classes more stimulating and challenging for the most able students to encourage them to continue their science education beyond compulsory schooling.
In August 2003 over 400 researchers in the field of science education from all over the world met at the 4th ESERA conference in Noordwijkerhout, The Netherlands. During the conference 300 papers about actual issues in the field, such as the learning of scientific concepts and skills, scientific literacy, informal science learning, science teacher education, modeling in science education were presented. The book contains 40 of the most outstanding papers presented during the conference. These papers reflect the quality and variety of the conference and represent the state of the art in the field of research in science education.
In August 2005, over 500 researchers from the field of science education met at the 5th European Science Education Research Association conference. Two of the main topics at this conference were: the decrease in the number of students interested in school science and concern about the worldwide outcomes of studies on students’ scientific literacy. This volume includes edited versions of 37 outstanding papers presented, including the lectures of the keynote speakers.
Inspired by a similar book in science education, the editors of this volume have put together a book with a practice-oriented approach towards technology education research.
Learning by Doing" is about the history of experimentation in science education. The teaching of science through experiments and observation is essential to the natural sciences and its pedagogy. These have been conducted as both demonstration or as student exercises. The experimental method is seen as giving the student vital competence, skills and experiences, both at the school and at the university level. This volume addresses the historical development of experiments in science education, which has been largely neglected so far. The contributors of "Learning by Doing" pay attention to various aspects ranging from economic aspects of instrument making for science teaching, to the political meanings of experimental science education from the 17th to the 20th century. This collected volume opens the field for further debate by emphasizing the importance of experiments for both, historians of science and science educators. [Présentation de l'éditeur].
There has been a growing interest in the notion of a scholarship of teaching. Such scholarship is displayed through a teacher’s grasp of, and response to, the relationships between knowledge of content, teaching and learning in ways that attest to practice as being complex and interwoven. Yet attempting to capture teachers’ professional knowledge is difficult because the critical links between practice and knowledge, for many teachers, is tacit. Pedagogical Content Knowledge (PCK) offers one way of capturing, articulating and portraying an aspect of the scholarship of teaching and, in this case, the scholarship of science teaching. The research underpinning the approach developed by Loughran, Berry and Mulhall offers access to the development of the professional knowledge of science teaching in a form that offers new ways of sharing and disseminating this knowledge. Through this Resource Folio approach (comprising CoRe and PaP-eRs) a recognition of the value of the specialist knowledge and skills of science teaching is not only highlighted, but also enhanced. The CoRe and PaP-eRs methodology offers an exciting new way of capturing and portraying science teachers’ pedagogical content knowledge so that it might be better understood and valued within the profession. This book is a concrete example of the nature of scholarship in science teaching that is meaningful, useful and immediately applicable in the work of all science teachers (preservice, in-service and science teacher educators). It is an excellent resource for science teachers as well as a guiding text for teacher education. Understanding teachers' professional knowledge is critical to our efforts to promote quality classroom practice. While PCK offers such a lens, the construct is abstract. In this book, the authors have found an interesting and engaging way of making science teachers' PCK concrete, useable, and meaningful for researchers and teachers alike. It offers a new and exciting way of understanding the importance of PCK in shaping and improving science teaching and learning. Professor Julie Gess-Newsome Dean of the Graduate School of Education Williamette University This book contributes to establishing CoRes and PaP-eRs as immensely valuable tools to illuminate and describe PCK. The text provides concrete examples of CoRes and PaP-eRs completed in “real-life” teaching situations that make stimulating reading. The authors show practitioners and researchers alike how this approach can develop high quality science teaching. Dr Vanessa Kind Director Science Learning Centre North East School of Education Durham University
Engaging students in learning about their subject is a central concern for all teachers and teacher educators. How teachers view and use the pedagogic potential of different tasks to engage pupils with knowledge in different subjects, is central to this endeavour. Designing Tasks in Secondary Education explores models for effective task design, helping you translate the curriculum into the tasks and activities that you ask your students to do in order to facilitate developmental or higher-level understanding of curriculum content. Written by experts in the field of education from a range of subjects and including a foreword written by renowned author Professor Walter Doyle, this book spans an international context and offers a refreshing alternative of how to plan and design tasks that will not only intellectually stimulate but improve teaching quality. Key topics explored include: Designing tasks which engage learners with knowledge Policy perspectives on task design Designing cognitively demanding classroom tasks Task design issues in the secondary subjects Designing Tasks in Secondary Education offers essential insight into task design and its importance for enhancing subject understanding and student engagement. It will challenge and support all education professionals concerned with issues of curriculum design, subject knowledge, classroom organisation, agency in the learning process and teaching quality.
The book argues that highly accomplished science teachers are also continually learning science teachers. It stresses the importance of learning through others, by participation in communities of science practitioners, as well as individual learning through classroom research.