Rethinking The Place Of Context In Science Education
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Author |
: Debbie Corrigan |
Publisher |
: Springer |
Total Pages |
: 200 |
Release |
: 2016-09-07 |
ISBN-10 |
: 9400779291 |
ISBN-13 |
: 9789400779297 |
Rating |
: 4/5 (91 Downloads) |
Synopsis Rethinking the Place of Context in Science Education by : Debbie Corrigan
This book contributes to science education by bringing together the key ideas expressed under the banner of context-based teaching and learning approaches, which are considered using two new frameworks: ways of knowing and ways of acting. These two frameworks for what it means to teach and learn science using contexts are similar in structure as they highlight how different continua of ideas interact. In addition, common to both frameworks is the dimension of what is known, ranging from individual concepts to the big ideas of science. However, the ways of knowing framework is about how you know the science, whether it is individual concepts or big ideas, and how this understanding can be represented: as simple applications, or as complex contexts. In contrast, the second framework considers how knowledge is deployed in action. Here, one dimension again represents a continuum of knowledge from individual concepts through to big ideas. The second dimension ranges from technical language at the simplest level, where an individual has learnt the technical language of science but is unable to deploy this to wider social issues, through to the complex notion of scientific literacy. Chapters within the book, in turn, consider the wide range of context-based approaches that exist within science education internationally, introduce the ways of knowing and ways of acting frameworks, and consider how these might be used to guide planning and analysis of context-based science education programmes from the lenses of learning, teaching, curriculum and policy and some large models that are being used internationally.
Author |
: Wolff-Michael Roth |
Publisher |
: Psychology Press |
Total Pages |
: 244 |
Release |
: 2004 |
ISBN-10 |
: 0415948436 |
ISBN-13 |
: 9780415948432 |
Rating |
: 4/5 (36 Downloads) |
Synopsis Rethinking Scientific Literacy by : Wolff-Michael Roth
First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.
Author |
: Association for Science Education |
Publisher |
: |
Total Pages |
: 62 |
Release |
: 1984 |
ISBN-10 |
: 0863570054 |
ISBN-13 |
: 9780863570056 |
Rating |
: 4/5 (54 Downloads) |
Synopsis Rethinking Science? by : Association for Science Education
Author |
: Association for Science Education |
Publisher |
: |
Total Pages |
: 62 |
Release |
: 1984 |
ISBN-10 |
: 0509093086 |
ISBN-13 |
: 9780509093086 |
Rating |
: 4/5 (86 Downloads) |
Synopsis Rethinking Science by : Association for Science Education
Author |
: Louis Rosenblatt |
Publisher |
: Routledge |
Total Pages |
: 183 |
Release |
: 2011-03-17 |
ISBN-10 |
: 9781136911682 |
ISBN-13 |
: 1136911685 |
Rating |
: 4/5 (82 Downloads) |
Synopsis Rethinking the Way We Teach Science by : Louis Rosenblatt
Offering a fresh take on inquiry, this book draws on current research and theory in science education, literacy, and educational psychology, as well as the history and philosophy of science, to make its case for transforming the way science is taught. Re-thinking the Way We Teach Science addresses major themes in national reform documents and movements--how to place students at the center of what happens in the classroom; how to shift the focus from giving answers to building arguments; how to move beyond narrow disciplinary boundaries to integrated explorations of ideas and issues that connect directly with students; and most especially, the importance of engaging students in discussions of an interactive and explanatory character. Deeply anchored in the classroom, highly interactive, and relevant across grade levels and subject matter, above all this is a book about choosing to place the authority of reason over that of right answers.
Author |
: Robert Cowen |
Publisher |
: Springer Science & Business Media |
Total Pages |
: 1371 |
Release |
: 2009-08-22 |
ISBN-10 |
: 9781402064036 |
ISBN-13 |
: 1402064039 |
Rating |
: 4/5 (36 Downloads) |
Synopsis International Handbook of Comparative Education by : Robert Cowen
This two-volume compendium brings together leading scholars from around the world who provide authoritative studies of the old and new epistemic motifs and theoretical strands that have characterized the interdisciplinary field of comparative and international education in the last 50 years. It analyses the shifting agendas of scholarly research, the different intellectual and ideological perspectives and the changing methodological approaches used to examine and interpret education and pedagogy across different political formations, societies and cultures.
Author |
: UNESCO |
Publisher |
: UNESCO Publishing |
Total Pages |
: 85 |
Release |
: 2015-05-26 |
ISBN-10 |
: 9789231000881 |
ISBN-13 |
: 9231000888 |
Rating |
: 4/5 (81 Downloads) |
Synopsis Rethinking education: towards a global common good? by : UNESCO
Economic growth and the creation of wealth have cut global poverty rates, yet vulnerability, inequality, exclusion and violence have escalated within and across societies throughout the world. Unsustainable patterns of economic production and consumption promote global warming, environmental degradation and an upsurge in natural disasters. Moreover, while we have strengthened international human rights frameworks over the past several decades, implementing and protecting these norms remains a challenge.These changes signal the emergence of a new global context for learning that has vital implications for education. Rethinking the purpose of education and the organization of learning has never been more urgent. This book is inspired by a humanistic vision of education and development, based on respect for life and human dignity, equal rights, social justice, cultural diversity, international solidarity and shared responsibility for a sustainable future. It proposes that we consider education and knowledge as global common goods, in order to reconcile the purpose and organization of education as a collective societal endeavour in a complex world.
Author |
: Wioleta Danilewicz |
Publisher |
: Verlag Barbara Budrich |
Total Pages |
: 402 |
Release |
: 2019-09-09 |
ISBN-10 |
: 9783847412571 |
ISBN-13 |
: 3847412574 |
Rating |
: 4/5 (71 Downloads) |
Synopsis Rethinking Teacher Education for the 21st Century by : Wioleta Danilewicz
This book focuses on current trends, potential challenges and further developments of teacher education and professional development from a theoretical, empirical and practical point of view. It intends to provide valuable and fresh insights from research studies and examples of best practices from Europe and all over the world. The authors deal with the strengths and limitations of different models, strategies, approaches and policies related to teacher education and professional development in and for changing times (digitization, multiculturalism, pressure to perform).
Author |
: Yehudit Judy Dori |
Publisher |
: Springer |
Total Pages |
: 380 |
Release |
: 2017-12-01 |
ISBN-10 |
: 9783319666594 |
ISBN-13 |
: 3319666592 |
Rating |
: 4/5 (94 Downloads) |
Synopsis Cognition, Metacognition, and Culture in STEM Education by : Yehudit Judy Dori
This book addresses the point of intersection between cognition, metacognition, and culture in learning and teaching Science, Technology, Engineering, and Mathematics (STEM). We explore theoretical background and cutting-edge research about how various forms of cognitive and metacognitive instruction may enhance learning and thinking in STEM classrooms from K-12 to university and in different cultures and countries. Over the past several years, STEM education research has witnessed rapid growth, attracting considerable interest among scholars and educators. The book provides an updated collection of studies about cognition, metacognition and culture in the four STEM domains. The field of research, cognition and metacognition in STEM education still suffers from ambiguity in meanings of key concepts that various researchers use. This book is organized according to a unique manner: Each chapter features one of the four STEM domains and one of the three themes—cognition, metacognition, and culture—and defines key concepts. This matrix-type organization opens a new path to knowledge in STEM education and facilitates its understanding. The discussion at the end of the book integrates these definitions for analyzing and mapping the STEM education research. Chapter 4 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com
Author |
: Roland M. Schulz |
Publisher |
: IAP |
Total Pages |
: 319 |
Release |
: 2014-08-01 |
ISBN-10 |
: 9781623967161 |
ISBN-13 |
: 1623967163 |
Rating |
: 4/5 (61 Downloads) |
Synopsis Rethinking Science Education by : Roland M. Schulz
This book presents a “philosophy of science education” as a research field as well as its value for curriculum, instruction and teacher pedagogy. It seeks to re-think science education as an educational endeavour by examining why past reform efforts have been only partially successful, including why the fundamental goal of achieving scientific literacy after several “reform waves” has proven to be so elusive. The identity of such a philosophy is first defined in relation to the fields of philosophy, philosophy of science, and philosophy of education. It argues that educational theory can support teacher’s pedagogical content knowledge and that history, philosophy and sociology of science should inform and influence pedagogy. Some case studies are provided which examine the nature of science and the nature of language to illustrate why and how a philosophy of science education contributes to science education reform. It seeks to contribute in general to the improvement of curriculum design and science teacher education. The perspective to be taken on board is that to teach science is to have a philosophical frame of mind—about the subject, about education, about one’s personal teacher identity.