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Este livro compartilha os principais resultados de investigações e discussões promovidas por pesquisadoras(es) de alguns grupos de estudos e pesquisas em Ensino de Ciências no Brasil a fim de que estudiosas(os) da educação, professoras(es) e licenciandas(os) possam vislumbrar aproximações entre a pesquisa acadêmica e a prática escolar, visando uma educação científica mais crítica. Os textos apresentam reflexões e resultados das propostas de recursos didáticos, metodologias e abordagens não tradicionais, proposições de reconfigurações curriculares e análises epistemológicas e teórico-metodológicas de diferentes referenciais que estão sendo pesquisados no interior dos grupos de estudos e pesquisas. Nesse sentido, as(os) autoras(es) compartilham resultados de investigações e discussões produzidas em algumas linhas de pesquisa em Ensino de Ciências, realizadas pelos docentes e discentes universitários nos cursos de licenciatura e programas de pós-graduação, e seu impacto na formação de professores e no ensino básico. Para guiar as reflexões sobre esta questão, trazemos discussões atuais, que têm ganhado expressão na Educação Científica e Tecnológica, tais como: a Alfabetização Científica e Tecnológica; a pesquisa na Fenomenologia e na Hermenêutica no contexto da Análise Textual Discursiva; a Metacognição; a epistemologia de Fleck e a cultura maker; a Teoria Ator-Rede de Latour; a Divulgação Científica; a Reconfiguração Curricular na perspectiva: da Interdisciplinaridade e Práticas Interdisciplinares, do Cenário Integrador e da Abordagem Temática Freireana; a Educação do Campo; a Pesquisa Baseada em Design/Projeto e o Ensino por Investigação.
"This volume of the World of Science Education gathers contributions from Latin American science education researchers covering a variety of topics that will be of interest to educators and researchers all around the world. The volume provides an overview of research in Latin America, and most of the chapters report findings from studies seldom available for Anglophone readers. They bring new perspectives, thus, to topics such as science teaching and learning; discourse analysis and argumentation in science education; history, philosophy and sociology of science in science teaching; and science education in non-formal settings. As the Latin American academic communities devoted to science education have been thriving for the last four decades, the volume brings an opportunity for researchers from other regions to get acquainted with the developments of their educational research. This will bring contributions to scholarly production in science education as well as to teacher education and teaching proposals to be implemented in the classroom"--
Models and modelling play a central role in the nature of science, in its conduct, in the accreditation and dissemination of its outcomes, as well as forming a bridge to technology. They therefore have an important place in both the formal and informal science education provision made for people of all ages. This book is a product of five years collaborative work by eighteen researchers from four countries. It addresses four key issues: the roles of models in science and their implications for science education; the place of models in curricula for major science subjects; the ways that models can be presented to, are learned about, and can be produced by, individuals; the implications of all these for research and for science teacher education. The work draws on insights from the history and philosophy of science, cognitive psychology, sociology, linguistics, and classroom research, to establish what may be done and what is done. The book will be of interest to researchers in science education and to those taking courses of advanced study throughout the world.
Becoming a Teacher Educator is an impressive book for teacher educators who want to be informed about the latest views and practices of their profession. It is the first book that addresses a range of topics related to the work of teacher educators, the induction of teacher educators and their further professional development. Becoming a Teacher Educator has a practical focus and it provides theoretical insights, experiences of experts and practical recommendations. The book is rooted in the Association of Teacher Education in Europe (ATEE) and many of the chapters are written by authors who are active members of the ATEE. Researchers and practitioners from different parts of Europe, and beyond, joined their efforts to write a book that is truly international and combines research, practice and reflection. Becoming a Teacher Educator is essential reading for novice teacher educators as well as for experienced teacher educators who want to keep up with the latest insights in their profession. This book provides a guide for those who supervise novice and experienced teacher educators and for various professionals who are responsible for the professional development of teacher educators. "There is a growing need for evidence-based resources made available to (future) teacher educators. Since a learning society requires new sets of competencies of the main actors, we are most in want of knowledgeable teacher educators that support the professional development of their (student) teachers. This book fits the actual demands." (Dr. Joost Lowyck, Professor Emeritus, former director of the Teacher Education Institute, Leuven University). "This is an original book in a very important area. The editors define the concept of ‘teacher educator’ widely and I think, therefore, that the book is relevant for schools, higher education, and education authorities of all kinds. The authorship and theme have wide relevance across Europe, Australasia and North America." (Prof. Bob Moon, Professor in Education Teaching Studies, Department of Education, Open University, UK). "The book highlights that, while the current global focus is very much on the need to educate "sufficient and highly qualified teachers", little political focus is given to those who "teach the teachers". What makes this book distinctive for all engaged in teacher education, whether experienced or novice, is that it allows the spotlight on those who teach the teachers and the opportunity for teacher educators to discuss, debate and seriously examine themselves as a profession." (Simone White, Deakin University, Australia)
When Professor Isidore Cantor reveals his latest breakthrough in cancer research, his promising research fellow, Dr. Jeremiah Stafford, has only to conduct the experiment and win Cantor the Nobel prize. But how far will Stafford go to guarantee the results? Carl Djerassi draws from his career as a world-famous scientist to describe the fierce competition driving scientific superstars in this gripping novel.
“McGonigal is a clear, methodical writer, and her ideas are well argued. Assertions are backed by countless psychological studies.” —The Boston Globe “Powerful and provocative . . . McGonigal makes a persuasive case that games have a lot to teach us about how to make our lives, and the world, better.” —San Jose Mercury News “Jane McGonigal's insights have the elegant, compact, deadly simplicity of plutonium, and the same explosive force.” —Cory Doctorow, author of Little Brother A visionary game designer reveals how we can harness the power of games to boost global happiness. With 174 million gamers in the United States alone, we now live in a world where every generation will be a gamer generation. But why, Jane McGonigal asks, should games be used for escapist entertainment alone? In this groundbreaking book, she shows how we can leverage the power of games to fix what is wrong with the real world-from social problems like depression and obesity to global issues like poverty and climate change-and introduces us to cutting-edge games that are already changing the business, education, and nonprofit worlds. Written for gamers and non-gamers alike, Reality Is Broken shows that the future will belong to those who can understand, design, and play games. Jane McGonigal is also the author of SuperBetter: A Revolutionary Approach to Getting Stronger, Happier, Braver and More Resilient.
Unique in that it collects, presents, and synthesizes cutting edge research on different aspects of statistical reasoning and applies this research to the teaching of statistics to students at all educational levels, this volume will prove of great value to mathematics and statistics education researchers, statistics educators, statisticians, cognitive psychologists, mathematics teachers, mathematics and statistics curriculum developers, and quantitative literacy experts in education and government.
What is my theory? How do I choose a theory? Why and how should I employ a particular method for collecting the empirical data? These basic questions concern everyone involved in research. A research study can be a voyage of discovering or choice of theoretical perspective as well as gathering empirics or facts on a problem or situation. This book provides a good guideline as to why and how to choose a particular theory or method to study an organisational phenomenon such as accounting. All the chapters provide both retrospective and contemporary views by scholars in the field. Each chapter documents the latest developments and research in accounting and control systems and provides valuable insights into methodological perspectives in accounting research. This second edition has also introduced a number of new chapters covering strategy-management control as practice, grounded theory approach, institutional logic and rhetoric, social interaction theory, actor-network theory and practice theory. The book is primarily intended for research students and academic researchers. It can also be used for undergraduate Honours course as well as postgraduate accounting and business methodology courses. Research organisations and consulting firms in accounting and business fields may also find this book useful. The principal aims of this second edition are (1) to update the chapters previously published in 2006 and (2) to introduce new chapters documenting recent developments in accounting research.
This book presents, for the first time in English, the state of the art of Mathematics Education research in Brazil, a country that has the strongest community in this field in Latin America. Edited by leading researchers in the area, the volume provides the international academic community a summary of the scientific production of the thirteen working groups of the Brazilian Society of Mathematics Education (SBEM), the national scientific society that brings together researchers, teachers, students and other professionals of the area. These working groups meet every three years at the International Seminar of Mathematics Education (SIPEM) and cover the following topics: Mathematics Education in the Early Years and Primary Education (Y1-Y5); Mathematics Education in the Middle School (Y6-Y9); Mathematics Education in the High School (Y10-Y12); Mathematics Education at the University level; History of Mathematics, Culture and Mathematics Education; Digital Technologies and Distance Education; Teacher Education; Assessment and Mathematics Education; Cognitive and Linguistic Processes in Mathematics Education; Mathematical Modeling; Philosophy of Mathematics Education, Teaching Probability and Statistics; and Difference, Inclusion and Mathematics Education. Each chapter of the book presents an overview of the production of a working group and they are all preceded by an introduction by professor Ubiratan D’Ambrosio, one of the pioneers of Mathematics Education in Brazil.