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Aesthetic Experience In Science Education

Author: Per-Olof Wickman
Publisher: Routledge
ISBN: 1135602018
Size: 40.52 MB
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This book examines the role of aesthetic experience in learning science and in science education from the perspective of knowledge as action and language use. The theoretical underpinnings are based on the writings of John Dewey and Ludwig Wittgenstein. In their spirit aesthetics is examined as it appears in the lives of people and how it relates to the activities in which they are involved. Centered around an empirical analysis of how students and their teachers use aesthetic language and acts during laboratory and field work, the book demonstrates that aesthetics is something that is constantly talked about in science class and that these aesthetic experiences are intimately involved in learning science. These empirical findings are related to current debates about the relation between aesthetics and science, and about motivation, participation, learning and socio-cultural issues in science education. This book features: *an empirical demonstration of the importance and specific roles of aesthetic experiences in learning science; *a novel contribution to the current debate on how to understand motivation, participation and learning; and *a new methodology of studying learning in action. Part I sketches out the theoretical concepts of Wickman's practical epistemology analysis of the fundamental role of aesthetics in science and science education. Part II develops these concepts through an analysis of the use of aesthetic judgments when students and teachers are talking in university science classes. Part III sums up the general implications of the theoretical underpinnings and empirical findings for teaching and learning science. Here Wickman expands the findings of his study beyond the university setting to K-8 school science, and explicates what it would mean to make science education more aesthetically meaningful. Wickman's conclusions deal to a large extent with aesthetic experience as individual transformation and with people's prospects for participation in an activity such as science education. These conclusions have significance beyond science teaching and learning that should be of concern to educators generally. This book is intended for educational researchers, graduate students, and teacher educators in science education internationally, as well as those interested in aesthetics, philosophy of education, discourse analysis, socio-cultural issues, motivation, learning and meaning-making more generally.

Re Examining Pedagogical Content Knowledge In Science Education

Author: Amanda Berry
Publisher: Routledge
ISBN: 1317564642
Size: 38.88 MB
Format: PDF, ePub
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Pedagogical Content Knowledge (PCK) has been adapted, adopted, and taken up in a diversity of ways in science education since the concept was introduced in the mid-1980s. Now that it is so well embedded within the language of teaching and learning, research and knowledge about the construct needs to be more useable and applicable to the work of science teachers, especially so in these times when standards and other measures are being used to define their knowledge, skills, and abilities. Re-examining Pedagogical Content Knowledge in Science Education is organized around three themes: Re-examining PCK: Issues, ideas and development; Research developments and trajectories; Emerging themes in PCK research. Featuring the most up-to-date work from leading PCK scholars in science education across the globe, this volume maps where PCK has been, where it is going, and how it now informs and enhances knowledge of science teachers’ professional knowledge. It illustrates how the PCK research agenda has developed and can make a difference to teachers’ practice and students’ learning of science.

Supporting K 12 English Language Learners In Science

Author: Cory Buxton
Publisher: Taylor & Francis
ISBN: 1317335546
Size: 16.74 MB
Format: PDF, Kindle
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The contribution of this book is to synthesize important common themes and highlight the unique features, findings, and lessons learned from three systematic, ongoing research and professional learning projects for supporting English learners in science. Each project, based in a different region of the U.S. and focused on different age ranges and target populations, actively grapples with the linguistic implications of the three-dimensional learning required by the Framework for K-12 Science Education and the Next Generation Science Standards. Each chapter provides research-based recommendations for improving the teaching of science to English learners. Offering insights into teacher professional learning as well as strategies for measuring and monitoring how well English learners are learning science and language, this book tells a compelling and inclusive story of the challenges and the opportunities of teaching science to English learners.

Trotzdem Ja Zum Leben Sagen

Author: Viktor E. Frankl
Publisher: Kösel-Verlag
ISBN: 3641059038
Size: 49.79 MB
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Mehrere Jahre musste der österreichische Psychologe Viktor E. Frankl in deutschen Konzentrationslagern verbringen. Doch trotz all des Leids, das er dort sah und erlebte, kam er zu dem Schluss, dass es selbst an Orten der größten Unmenschlichkeit möglich ist, einen Sinn im Leben zu sehen. Seine Erinnerungen, die er in diesem Buch festhielt und die über Jahrzehnte Millionen von Menschen bewegten, sollen weder Mitleid erregen noch Anklage erheben. Sie sollen Kraft zum Leben geben.

Gemeinsamer Europ Ischer Referenzrahmen F R Sprachen Lernen Lehren Beurteilen

Author: John Trim
Publisher:
ISBN: 9783126065207
Size: 31.73 MB
Format: PDF, Kindle
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Der Referenzrahmen richtet sich an Lehrer, Fortbilder, Autoren und Curriculumplaner in der Schule und der Erwachsenenbildung. Der Gemeinsame europäische Referenzrahmen für Sprachen stellt die gemeinsamen Referenzniveaus zur Erfassung des Lernfortschritts vor, befasst sich mit der Entwicklung von Curricula und diskutiert verschiedene Prüfungsformen.