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From Science In The Making To Understanding The Nature Of Science

Author: Mansoor Niaz
Publisher: Routledge
ISBN: 1136508651
Size: 65.44 MB
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The Nature of Science is highly topical among science teacher educators and researchers. Increasingly, it is a mandated topic in state curriculum documents. This book draws together recent research on Nature of Science studies within a historical and philosophical framework suitable for students and teacher educators. Traditional science curricula and textbooks present science as a finished product. Taking a different approach, this book provides a glimpse of “science in the making” — scientific practice imbued with arguments, controversies, and competition among rival theories and explanations. Teaching about “science in the making” is a rich source of motivating students to engage creatively with the science curriculum. Readers are introduced to “science in the making” through discussion and analysis of a wide range of historical episodes from the early 19th century to early 21st century. Recent cutting-edge research is presented to provide insight into the dynamics of scientific progress. More than 90 studies from major science education journals, related to nature of science are reviewed. A theoretical framework, field tested with in-service science teachers, is developed for moving from ‘science in the making’ to understanding the Nature of Science.

The Nature Of Science In Science Education

Author: W.F. McComas
Publisher: Springer Science & Business Media
ISBN: 0306472155
Size: 60.29 MB
Format: PDF
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This is the first book to blend a justification for the inclusion of the history and philosophy of science in science teaching with methods by which this vital content can be shared with a variety of learners. It contains a complete analysis of the variety of tools developed thus far to assess learning in this domain. This book is relevant to science methods instructors, science education graduate students and science teachers.

Students Understanding Of Research Methodology In The Context Of Dynamics Of Scientific Progress

Author: Mansoor Niaz
Publisher: Springer
ISBN: 3319320408
Size: 34.52 MB
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This book discusses how to improve high school students’ understanding of research methodology based on alternative interpretations of data, role of controversies, creativity and the scientific method, in the context of the oil drop experiment. These aspects form an important part of the nature of science (NOS). The study reported in this volume is is based on a reflective, explicit and activity-based approach to teaching nature of science (NOS) that can facilitate high school students’ understanding of how scientists elaborate theoretical frameworks, design experiments, report data that leads to controversies and finally with the collaboration of the scientific community a consensus is reached. Most students changed their perspective and drew concept maps in which they emphasized the creative, accumulative, controversial nature of science and the scientific method.

What More In For Science Education

Author: Wolff-Michael Roth
Publisher: Springer Science & Business Media
ISBN: 9462092540
Size: 71.74 MB
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What more is there in and for science education to do in terms of researching science lessons? A lot, the author suggests, if research turns away from studying science education extracting social facts using special methods, which journal articles require to state, to studying the work and methods by means of which participants themselves create their structured world of science lessons. This book presents, with concrete materials from an inquiry-oriented physics course, a way of doing science education research that radically differs from existing approaches. This book articulates this approach for a science education audience, where this approach is by and large unknown, and where the primary literature is often experienced as impenetrable and as requiring years of work to gain entry. Consistent with this different approach, those materials are used that constitute the way in which the refl exive production of social order is observed by the actors (teachers, students) themselves.

Thinking Evolutionarily

Author: Planning Committee on Thinking Evolutionarily: Making Biology Education Make Sense
Publisher: National Academies Press
ISBN: 0309256909
Size: 19.22 MB
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Evolution is the central unifying theme of biology. Yet today, more than a century and a half after Charles Darwin proposed the idea of evolution through natural selection, the topic is often relegated to a handful of chapters in textbooks and a few class sessions in introductory biology courses, if covered at all. In recent years, a movement has been gaining momentum that is aimed at radically changing this situation. On October 25-26, 2011, the Board on Life Sciences of the National Research Council and the National Academy of Sciences held a national convocation in Washington, DC, to explore the many issues associated with teaching evolution across the curriculum. Thinking Evolutionarily: Evolution Education Across the Life Sciences: Summary of a Convocation summarizes the goals, presentations, and discussions of the convocation. The goals were to articulate issues, showcase resources that are currently available or under development, and begin to develop a strategic plan for engaging all of the sectors represented at the convocation in future work to make evolution a central focus of all courses in the life sciences, and especially into introductory biology courses at the college and high school levels, though participants also discussed learning in earlier grades and life-long learning. Thinking Evolutionarily: Evolution Education Across the Life Sciences: Summary of a Convocation covers the broader issues associated with learning about the nature, processes, and limits of science, since understanding evolutionary science requires a more general appreciation of how science works. This report explains the major themes that recurred throughout the convocation, including the structure and content of curricula, the processes of teaching and learning about evolution, the tensions that can arise in the classroom, and the target audiences for evolution education.

Teaching The Nature Of Science

Author: Douglas Allchin
Publisher: Ships Education Press
ISBN: 9780989252409
Size: 28.62 MB
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An indispensable tool for developing scientifically literate citizens—profiling how science works and how to reflect on the reliability of its claims.

Making It Tangible Learning Outcomes In Science Education

Author: Sascha Bernholt
Publisher: Waxmann Verlag
ISBN: 9783830976448
Size: 13.97 MB
Format: PDF, Kindle
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One of the central features in current educational reforms is a focus on learning outcomes. Many countries have established or revised standards to describe what teachers are supposed to teach and students are expected to learn. More recently, the emphasis has shifted to considerations of how standards can be operationalized in order to make the outcomes of educational efforts more tangible. This book is the result of a symposium held in Kiel, that was arranged by two science education groups, one at the IPN (Leibniz-Institute for Science and Mathematics Education at the University of Kiel) in Germany and the other at the University of York, UK. The seminar brought together renowned experts from 12 countries with different notions of the nature and quality of learning outcomes. The aim was to clarify central conceptions and approaches for a better understanding among the international science education community. The book is divided into five parts. In Part A, the organizers set the scene, describing the rationale for arranging the symposium. Part B provides a broad overview about different approaches, challenges, and pitfalls on the road to the clarification of meaningful and fruitful learning outcomes. The set of papers in Part C provides deep insights into different, although comparable approaches which aim to frame, to assess, and to promote learning and learning outcomes in science education. Smaller projects are presented as well as broad, coordinated national programs. The papers in Part D outline the individual historical development from different national perspectives, reflecting the deficits and problems that led to current reforms. Finally, a summary of the organizers analyses the conclusions from different vantage points.

Activity Theory In Formal And Informal Science Education

Author: Katerina Plakitsi
Publisher: Springer Science & Business Media
ISBN: 9460913172
Size: 40.97 MB
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The purpose of this book is to establish a broader context for rethinking science learning and teaching by using cultural historical activity theoretic approach. Activity theory already steps in its third generation and only a few works have been done on its applications to science education, especially in Europe. The context takes into account more recent developments in activity theory applications in US, Canada, Australia and Europe. The chapters articulate new ways of thinking about learning and teaching science i.e., new theoretical perspectives and some case studies of teaching important scientific topics in/for compulsory education. The ultimate purpose of each chapter and the collective book as a whole is to prepare the ground upon which a new pedagogy in science education can be emerged to provide more encompassing theoretical frameworks that allow us to capture the complexity of science learning and teaching as it occurs in and out-of schools. The book captures the dialogic and interactive nature of the transferring the activity theory to both formal and informal science education. It also contributes to the development of innovative curricula, school science textbooks, educational programs and ICT’s materials. As a whole, the book moves theorizing and practicing of science education into new face and uncharted terrain. It is recommended to new scholars and researchers as well as teachers/researchers.

Assessing Science Understanding

Author: Joel J. Mintzes
Publisher: Academic Press
ISBN: 9780080575339
Size: 15.99 MB
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Recent government publications like "Benchmarks for Scientific Literacy" and "Science for all Americans" have given teachers a mandate for improving science education in America. What we know about how learners construct meaning--particularly in the natural sciences--has undergone a virtual revolution in the past 25 years. Teachers, as well as researchers, are now grappling with how to better teach science, as well as how to assess whether students are learning. Assessing Science Understanding is a companion volume to Teaching Science for Understanding, and explores how to assess whether learning has taken place. The book discusses a range of promising new and practical tools for assessment including concept maps, vee diagrams, clinical interviews, problem sets, performance-based assessments, computer-based methods, visual and observational testing, portfolios, explanatory models, and national examinations.

Science Education In International Contexts

Author: May M. H. Cheng
Publisher: Springer Science & Business Media
ISBN: 9460914276
Size: 38.28 MB
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This book presents an international perspective on examining and putting into practice new innovations in science education. The chapters are organized into three parts, each of which addresses a key area in science education research. Part I of this book (Students’ conceptual understanding of science) addresses issues related to the identification of students’ science concepts, and the influence of everyday understandings on the construction of science concepts. Part II (Making science concepts plausible for students) addresses the pedagogical concerns of teachers in making science ideas plausible and logical for their students. Part III (Science teacher learning) reports on science teacher learning in Australia and Hong Kong. The focus is on the interaction between research and implementation, or how theory can be realized in classroom practice, with contributions from both non-Western and non-English-speaking contexts and Western and English speaking countries. Taken together, the papers have a common focus on the relationship or integration of theory and practice in science education. They demonstrate a concern to address education reform directions, putting into practice recommendations from science education research, and improving the quality of science education. The contributors of this book come from seven different areas around the world. These contributions have been essential in making the discussions in this book multi-perspective and relevant to an international audience, thus allowing it to emerge to join the international discourse on improving science education. The studies reported in this book provide insights for future research addressing science education reform directions, students’ learning needs and different classroom contexts. The discussions and the findings reported are relevant to science educators, teachers, student teachers, graduate students in education, curriculum developers and those responsible for education policy.