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The Pedagogy Of Physical Science

Author: David Heywood
Publisher: Springer Science & Business Media
ISBN: 9781402052712
Size: 34.93 MB
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In the science classroom, there are some ideas that are as difficult for young students to grasp as they are for teachers to explain. Forces, electricity, light, and basic astronomy are all examples of conceptual domains that come into this category. How should a teacher teach them? The authors of this monograph reject the traditional separation of subject and pedagogic knowledge. They believe that to develop effective teaching for meaningful learning in science, we must identify how teachers themselves interpret difficult ideas in science and, in particular, what supports their own learning in coming to a professional understanding of how to teach science concepts to young children. To do so, they analyzed trainee and practising teachers’ responses to engaging with difficult ideas when learning science in higher education settings. The text demonstrates how professional insight emerges as teachers identify the elements that supported their understanding during their own learning. In this paradigm, professional awareness derives from the practitioner interrogating their own learning and identifying implications for their teaching of science. The book draws on a significant body of critically analysed empirical evidence collated and documented over a five-year period involving large numbers of trainee and practising teachers. It concludes that it is essential to ‘problematize’ subject knowledge, both for learner and teacher. The book’s theoretical perspective draws on the field of cognitive psychology in learning. In particular, the role of metacognition and cognitive conflict in learning are examined and subsequently applied in a range of contexts. The work offers a unique and refreshing approach in addressing the important professional dimension of supporting teacher understanding of pedagogy and critically examines assumptions in contemporary debates about constructivism in science education.

The History And Philosophy Of Astrobiology

Author: David Dunér
Publisher: Cambridge Scholars Publishing
ISBN: 144385302X
Size: 69.35 MB
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Human beings have wondered about the stars since the dawn of the species. Does life exist out there – intelligent life, even – or are we alone? The quest for life in the universe touches on fundamental hopes and fears. It touches on the essence of what it means to formulate a theory, grasp a concept, and have an imagination. This book traces the history of the science of this area and the development of new schools in philosophy. Its essays seek to establish the history and philosophy of astrobiology as research fields in their own right by addressing cognitive, linguistic, epistemological, ethical, cultural, societal, and historical perspectives on astrobiology. The book is divided into three sections. The first (Cognition) focuses on the human mind and what it contributes to the search for life. It explores the emergence and evolution of terrestrial life and cognition and the challenges humans face as they reach to the stars. The essays raise philosophical questions, pose ethical dilemmas, and offer a variety of approaches, including one from cognitive zoology, in formulating a theory of the universal principles of intelligence, the limits of human conceptual abilities, and the human mind’s encounter with the unknown. The second section (Communication) examines the linguistic and semiotic requirements for interstellar communication. What is needed for successful communication? Are there universal rules for success? What are the possible features – and limitations – of exolanguages? What is required for recognizing a message as a message? The third section (Culture) considers cultural and societal issues. It explores astrobiology’s organization as a scientific discipline, its responsibilities to the public sphere, and its theological implications. It reviews the historically important panspermia hypothesis, along with the popularization of astrobiology and its ongoing institutionalisation. Through addressing these questions, we take our first steps in exploring the immense terra incognita of extraterrestrial life and the human mind.

Shaking The Foundations Of Geo Engineering Education

Author: Bryan McCabe
Publisher: CRC Press
ISBN: 0203083067
Size: 68.88 MB
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This book comprises the proceedings of the international conference Shaking the Foundations of Geo-engineering Education (NUI Galway, Ireland, 4-6 July 2012), a major initiative of the International Society of Soil Mechanics and Geotechnical Engineering (ISSMGE) Technical Committee (TC306) on Geo-engineering Education. SFGE 2012 has been carefully crafted to showcase a diversity of effective and engaging approaches to geo-engineering education while raising awareness of how crucial this effort is to the future development of the engineering profession. The five keynote papers were chosen to prompt delegates to debate geo-engineering education issues in the context of best practice in engineering education. A further 36 high quality peer-reviewed papers present valuable insights and experiences in the following key areas: • What topics should be taught in geo-engineering courses? • The use of case histories in geo-engineering • Laboratory work and fieldwork in geo-engineering • Computing and technology in geo-engineering • Research on geo-engineering education and teaching experiences • Student-centred learning in geo-engineering Shaking the Foundations of Geo-engineering Education is an essential reference for university lecturers, academics and professionals involved in the education and training of geo-engineers. Readers of this text are guaranteed to discover many new inspirational ideas and techniques to “shake the foundations” of their teaching

Socio Scientific Issues In The Classroom

Author: Troy D. Sadler
Publisher: Springer Science & Business Media
ISBN: 9789400711594
Size: 31.46 MB
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Socio-scientific issues (SSI) are open-ended, multifaceted social issues with conceptual links to science. They are challenging to negotiate and resolve, and they create ideal contexts for bridging school science and the lived experience of students. This book presents the latest findings from the innovative practice and systematic investigation of science education in the context of socio-scientific issues. Socio-scientific Issues in the Classroom: Teaching, Learning and Research focuses on how SSI can be productively incorporated into science classrooms and what SSI-based education can accomplish regarding student learning, practices and interest. It covers numerous topics that address key themes for contemporary science education including scientific literacy, goals for science teaching and learning, situated learning as a theoretical perspective for science education, and science for citizenship. It presents a wide range of classroom-based research projects that offer new insights for SSI-based education. Authored by leading researchers from eight countries across four continents, this book is an important compendium of syntheses and insights for veteran researchers, teachers and curriculum designers eager to advance the SSI agenda.

Examining Pedagogical Content Knowledge

Author: Julie Gess-Newsome
Publisher: Springer Science & Business Media
ISBN: 0306472171
Size: 46.44 MB
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This ambitious text is the first of its kind to summarize the theory, research, and practice related to pedagogical content knowledge. The audience is provided with a functional understanding of the basic tenets of the construct as well as its applications to research on science teacher education and the development of science teacher education programs.

Topics And Trends In Current Science Education

Author: Catherine Bruguière
Publisher: Springer Science & Business Media
ISBN: 9400772815
Size: 66.92 MB
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This book features 35 of best papers from the 9th European Science Education Research Association Conference, ESERA 2011, held in Lyon, France, September 5th-9th 2011. The ESERA international conference featured some 1,200 participants from Africa, Asia, Australia, Europe as well as North and South America offering insight into the field at the end of the first decade of the 21st century. This book presents studies that represent the current orientations of research in science education and includes studies in different educational traditions from around the world. It is organized into six parts around the three poles (content, students, teachers) and their interrelations of science education: after a general presentation of the volume (first part), the second part concerns SSI (Socio-Scientific Issues) dealing with new types of content, the third the teachers, the fourth the students, the fifth the relationships between teaching and learning, and the sixth the teaching resources and the curricula.

The Role Of Moral Reasoning On Socioscientific Issues And Discourse In Science Education

Author: Dana L. Zeidler
Publisher: Springer Science & Business Media
ISBN: 140204996X
Size: 28.36 MB
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This is the first book to address moral reasoning and socioscientific discourse. It provides a theoretical framework to reconsider what a "functional view" of scientific literacy entails, by examining how nature of science issues, classroom discourse issues, cultural issues, and science-technology-society-environment case-based issues contribute to habits of mind about socioscientific content. The text covers philosophical, psychological and pedagogical considerations underpinning moral reasoning, as well as the status of socioscientific issues in science education.

Handbook Of College Science Teaching

Author: Joel J. Mintzes
Publisher: NSTA Press
ISBN: 0873552601
Size: 80.30 MB
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The Handbook offers models of teaching and learning that go beyond the typical lecture-laboratory format and provides rationales for new practices in the college classroom. It is ideal for graduate teaching assistants, senior faculty and graduate coordinators, and mid-career professors in search of reinvigoration.

Re Imagining Science Education

Author: Russell Tytler
Publisher: Australian Council for Educational
ISBN: 9780864317254
Size: 14.45 MB
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The author describes the dimensions of the current crisis in science education, arguing that this has arisen because school science has failed to adequately respond to the changing needs of students, or the changing nature of science and the world it serves. He charts student concerns with classroom science content and pedagogy, arguing that the way forward involves broadening the purposes of school science and expanding the voices speaking to the curriculum. New and broader approaches to teaching and learning are advocated, and perspectives and knowledge required by teachers are discussed. Some models of pre-service science teacher education and school-based professional learning are proposed. [Back cover, ed].