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From Uluru to the Great Dividing Range, The Geology of Australia explores the timeless forces that have shaped this continent.
This book presents research in Geoscience Education focusing on indoor and outdoor environments in which teaching geoscience gains particular relevance, significance and contextualization. The research areas that are presented throughout the thirteen chapters cover a wide variety of subjects ranging from educational resources and fieldwork to science models. Chapters discuss specific geoscience topics such as earthquakes, rocks, fossils and minerals. Other chapters present a more interdisciplinary approach addressing topics that aren’t usually examined, such as geomedicine and geoethics, with a specific focus on sustainable development and their alignment with the school curricula. Throughout the book readers can find research-based arguments illustrated with practical examples, which will help them to innovate in their curriculum development area, classroom practices and pre and in-service teachers’ education. The book challenges readers to improve Geoscience Education by changing the ways of teaching, by enabling students to exploit their natural curiosity, and by spurring a learning process that should not be confined to the classroom but rather maintained throughout life.
"Shaping a nation : a geology of Australia is the story of Australia's geological evolution as seen through the lens of human impacts, illustrating both the challenges and opportunities presented by Australia's rich geological heritage" -- Dustjacket blurb.
The Australian Continent: A Geophysical Synthesis is designed to provide a summary of the character of the Australian continent through the extensive information available at the continental scale, as a contribution to the understanding of Australia's lithospheric architecture and its evolution. The results build on the extensive databases assembled at Geoscience Australia, particularly for potential fields, supplemented by the full range of seismological information, mostly from The Australian National University. To aid in cross comparison of results from different disciplines, information is presented with a common projection and scales.
This book offers a richly observed study of three principals working in some of the most disadvantaged primary schools in Victoria, Australia. It explores their social justice understandings and practices in working to improve the educational outcomes for children in their schools, through autobiography, biographical interviews, in-depth interviews and observations. The work looks into their life histories, the formation of their primary and secondary habitus, and uncovers and examines their encounters with the public education field. Drawing on Pierre Bourdieu’s theory of practice and his ‘thinking tools’, the book investigates how the principals’ understandings of social justice are shaped by the intersection of their life and work histories. This book is of interest to educational leadership scholars interested in the application of critical theory to studies of leadership. The book provides an exemplar for the application of Bourdieu’s theory of practice, and it makes a strong contribution to Bourdieusian scholarship, social justice scholarship and educational leadership scholarship.
This comprehensive reference on the fundamentals of regolith geoscience describes how regolith is developed from parental rocks and emphasises the importance of chemical, physical, water and biological processes in regolith formation. It provides details for mapping regolith landforms, as well as objective information on applications in mineral exploration and natural resource management. Regolith Science also provides a concise history of weathering through time in Australia. It includes previously unpublished information on elemental abundances in regolith materials along with detailed information on soil degradation processes such as acid sulfate soils. Written by experts in the field, Regolith Science summarises research carried out over a 13-year period within the Cooperative Research Centre for Landscape Environments and Mineral Exploration. This book will be a valuable resource for scientists and graduate/postgraduate students in geology, geography and soil science, professionals in the exploration industry and natural resources management. This paperback edition is a reprint of the original hardback published in October 2008.
This edited book is a compilation of research by the members of the Out-of-Field Teaching Across Specialisations (OOF-TAS) Collective, and is the second book by the Collective. It extends from the work begun in the 2019 book, Examining the Phenomenon of “Teaching Out-of-Field” by showcasing the broad range of research agendas and findings relating to this phenomenon internationally. This book provides research and commentary relating to the out-of-field teaching phenomenon in primary, secondary and tertiary education, and across different subjects. It provides snapshots of the effects, causes, measurement, and other characteristics of out-of-field teaching in and across contexts, including states and countries, school types and school levels, subjects and specializations. The different chapters provide commentary at different units of analysis, and focus on: the effects of out-of-field teaching for teachers and their students; the school contexts/cultures that do or do not support them; the leadership practices that assign the teachers to out-of-field subjects; and the systems that create/perpetuate the need for out-of-field teaching assignments. Chapter 15 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.