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Exploration And Meaning Making In The Learning Of Science

Author: Bernard Zubrowski
Publisher: Springer Science & Business Media
ISBN: 9789048124961
Size: 64.24 MB
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Mountaineers, Rock Climbers, and Science Educators Around the 1920s, rock climbing separated from mountaineering to become a separate sport. At that time European climbers developed new equipment and techniques, enabling them to ascend mountain faces and to climb rocks, which were considered unassailable up to that time. American climbers went further by expanding and improving on the equipment. They even developed a system of quantification where points were given for the degree of difficulty of an ascent. This system focused primarily on the pitch of the mountain, and it even calculated up to de- mals to give a high degree of quantification. Rock climbing became a technical system. Csikszentmihaly (1976) observed that the sole interest of rock climbers at that time was to climb the rock. Rock climbers were known to reach the top and not even glance around at the scenery. The focus was on reaching the top of the rock. In contrast, mountaineers saw the whole mountain as a single “unit of perc- tion. ” “The ascent (to them) is a gestalt including the aesthetic, historical, personal and physical sensations” (Csikszentmihaly, 1976, p. 486). This is an example of two contrasting approaches to the same kind of landscape and of two different groups of people. Interestingly, in the US, Europe, and Japan a large segment of the early rock climbers were young mathematicians and theoretical physicists, while the mountaineers were a more varied lot.

Science Literacy In Primary Schools And Pre Schools

Author: Haim Eshach
Publisher: Springer Science & Business Media
ISBN: 140204674X
Size: 74.94 MB
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This well-written and thought-provoking book presents the state-of-the-art in science education for kindergarten and primary schools. It begins with a thorough theoretical discussion on why it is incumbent on the science educator to teach science at first stages of childhood. It goes on to analyze and synthesize a broad range of educational approaches and themes. The book also presents novel strategies to science teaching.

Handbook Of Research On Science Education

Author: Norman G. Lederman
Publisher: Routledge
ISBN: 1136221972
Size: 61.85 MB
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Building on the foundation set in Volume I—a landmark synthesis of research in the field—Volume II is a comprehensive, state-of-the-art new volume highlighting new and emerging research perspectives. The contributors, all experts in their research areas, represent the international and gender diversity in the science education research community. The volume is organized around six themes: theory and methods of science education research; science learning; culture, gender, and society and science learning; science teaching; curriculum and assessment in science; science teacher education. Each chapter presents an integrative review of the research on the topic it addresses—pulling together the existing research, working to understand the historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty and graduate students and leading to new insights and directions for future research, the Handbook of Research on Science Education, Volume II is an essential resource for the entire science education community.

Expanding Notions Of Assessment For Learning

Author: Bronwen Cowie
Publisher: Springer Science & Business Media
ISBN: 9462090610
Size: 53.87 MB
Format: PDF
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Assessment for learning [AfL] is bound up with students becoming autonomous lifelong learners who are active participants in the classroom and beyond. This book explores teacher and student experiences of AfL interactions in primary science and technology classrooms. Working from a sociocultural perspective, the book’s fundamental premise is that AfL has a contribution to make to students developing identities as accomplished learners and knowers. The focus is on understanding and enhancing teacher practices that align with the spirit of AfL. The following points are illustrated: • AfL interactions are multifaceted, multimodal and take place over multiple time scales. • Student learning autonomy is promoted when teachers provide opportunities for students to exercise agency within a system of accountabilities. • Teacher pedagogical content knowledge plays a pivotal role in teachers being able to respond to students. • Productive AfL interactions are reflective of the way a particular discipline generates and warrants knowledge. The book will be of interest to teachers and educational researchers who want to examine AfL from a theoretical and a practical perspective

International Handbook Of Research On Environmental Education

Author: Robert B. Stevenson
Publisher: Routledge
ISBN: 1136699309
Size: 34.50 MB
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The environment and contested notions of sustainability are increasingly topics of public interest, political debate, and legislation across the world. Environmental education journals now publish research from a wide variety of methodological traditions that show linkages between the environment, health, development, and education. The growth in scholarship makes this an opportune time to review and synthesize the knowledge base of the environmental education (EE) field. The purpose of this 51-chapter handbook is not only to illuminate the most important concepts, findings and theories that have been developed by EE research, but also to critically examine the historical progression of the field, its current debates and controversies, what is still missing from the EE research agenda, and where that agenda might be headed. Published for the American Educational Research Association (AERA).

How People Learn

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309131979
Size: 59.52 MB
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First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.

Technology In The Secondary Science Classroom

Author: Randy L. Bell
Publisher: NSTA Press
ISBN: 1933531274
Size: 77.88 MB
Format: PDF, ePub, Mobi
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If you're waiting to be convinced that computers offer more than pricey bells and whistles in the classroom, this is the book that will open your mind to technology's potential. But even if you're an early (and avid) adopter, you'll discover intriguing new concepts for technology-based teaching strategies that help students really learn science concepts. The featured technologies range from the easy to master (such as digital cameras) to the more complex (such as Probeware and geographic information systems). Among the chapter topics: digital images and video for teaching science; using computer simulations; Probeware tools for science investigations; extending inquiry with geo-technologies; acquiring online data for scientific analysis; Web-based inquiry products, and online assessments and hearing students think about science. The book's emphasis is never on technology for technology's sake. Each chapter includes a summary of current research on the technology's effectiveness in the classroom; best-practice guidelines drawn from the research and practitioner literature; and innovative ideas for teaching with the particular technology. The goal is to stimulate your thinking about using these tools, and deepen your students' engagement in science content.

Taking Science To School

Author: National Research Council
Publisher: National Academies Press
ISBN: 9780309133838
Size: 78.64 MB
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What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, Taking Science to School provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of questions, this book provides a basic foundation for guiding science teaching and supporting students in their learning. Taking Science to School answers such questions as: When do children begin to learn about science? Are there critical stages in a child's development of such scientific concepts as mass or animate objects? What role does nonschool learning play in children's knowledge of science? How can science education capitalize on children's natural curiosity? What are the best tasks for books, lectures, and hands-on learning? How can teachers be taught to teach science? The book also provides a detailed examination of how we know what we know about children's learning of science--about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science education--teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn.