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Visualization In Mathematics Reading And Science Education

Author: Linda M. Phillips
Publisher: Springer Science & Business Media
ISBN: 9789048188161
Size: 22.18 MB
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Science education at school level worldwide faces three perennial problems that have become more pressing of late. These are to a considerable extent interwoven with concerns about the entire school curriculum and its reception by students. The rst problem is the increasing intellectual isolation of science from the other subjects in the school curriculum. Science is too often still taught didactically as a collection of pre-determined truths about which there can be no dispute. As a con- quence, many students do not feel any “ownership” of these ideas. Most other school subjects do somewhat better in these regards. For example, in language classes, s- dents suggest different interpretations of a text and then debate the relative merits of the cases being put forward. Moreover, ideas that are of use in science are presented to students elsewhere and then re-taught, often using different terminology, in s- ence. For example, algebra is taught in terms of “x, y, z” in mathematics classes, but students are later unable to see the relevance of that to the meaning of the universal gas laws in physics, where “p, v, t” are used. The result is that students are c- fused and too often alienated, leading to their failure to achieve that “extraction of an education from a scheme of instruction” which Jerome Bruner thought so highly desirable.

Reading For Evidence And Interpreting Visualizations In Mathematics And Science Education

Author: Stephen P. Norris
Publisher: Springer Science & Business Media
ISBN: 9460919243
Size: 73.21 MB
Format: PDF, Mobi
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CRYSTAL—Alberta was established to research ways to improve students’ understanding and reasoning in science and mathematics. To accomplish this goal, faculty members in Education, Science, and Engineering, as well as school teachers joined forces to produce a resource bank of innovative and tested instructional materials that are transforming teaching in the K-12 classroom. Many of the instructional materials cross traditional disciplinary boundaries and explore contemporary topics such as global climate change and the spread of the West Nile virus. Combined with an emphasis on the use of visualizations, the instructional materials improve students’ engagement with science and mathematics. Participation in the CRYSTAL—Alberta project has changed the way I think about the connection between what I do as a researcher and what I do as a teacher: I have learned how to better translate scientific knowledge into language and activities appropriate for students, thereby transforming my own teaching. I also have learned to make better connections between what students are learning and what is happening in their lives and the world, thereby increasing students’ interest in the subject and enriching their learning experience.

Lernen Mit Visualisierungen

Author: Petra Gretsch
Publisher: Waxmann Verlag
ISBN: 3830984146
Size: 79.71 MB
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Visualisierungen spielen in schulischen Lernprozessen eine immer bedeutendere Rolle - in einigen Bereichen kommt ihnen sogar eine Schlüsselfunktion für den Wissenserwerb zu. Mittlerweile kann auf eine Reihe von Forschungserkenntnissen zurückgegriffen werden, die Aufschluss darüber geben, welchen Einfluss piktoriale bzw. grafische Darstellungen auf das Lernen haben. In diesem Band werden einige Aspekte des Lernens mit Visualisierungen aus unterschiedlichen fachlichen Perspektiven beleuchtet, Forschungsergebnisse vorgestellt und deren Bedeutung für Lernprozesse diskutiert. Praktische Erkenntnisse aus den Fachdidaktiken Deutsch, Mathematik und Erziehungswissenschaften werden durch Konzepte der Pädagogischen Psychologie gestützt, Beiträge aus der Sicht verschiedener Zeichensysteme runden den Band ab. Der Fokus liegt zum einen auf der Perspektive der Lernenden: Es wird danach gefragt, wie sie mit den ihnen angebotenen Visualisierungen zurechtkommen und ob diese einen Nutzen für ihr Lernen haben. Zum anderen wird auch die Perspektive der Lehrenden eingenommen, deren Herausforderung darin besteht, geeignete Lernumgebungen zu entwickeln, welche die Gestaltung eines adressatengerechten Unterrichts ermöglichen.

Crossing The Border Of The Traditional Science Curriculum

Author: Maurício Pietrocola
Publisher: Springer
ISBN: 9463510419
Size: 13.25 MB
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Nations worldwide consider education an important tool for economic and social development, and the use of innovative strategies to prepare students for the acquisition of knowledge and skills is currently considered the most effective strategy for nurturing engaged, informed learners. In the last decade especially, European countries have promoted a series of revisions to their curricula and in the ways teachers are trained to put these into practice. Updating curriculum contents, pedagogical facilities (for example, computers in schools), and teaching and learning strategies should be seen as a routine task, since social and pedagogical needs change over time. Nevertheless, educational institutions and actors (educational departments, schools, teachers, and even students) normally tend to be committed to traditional practices. As a result of this resistance to change within educational systems, implementing educational innovation is a big challenge. The authors of the present volume have been involved with curriculum development since 2003. This work is an opportunity to present the results of more than a decade of research into experimental, inventive approaches to science education. Most chapters concern innovative strategies for the teaching and learning of new contents, as well as methods for learning to teach them at the pre-university school level. The research is focused on understanding the pedagogical issues around the process of innovation, and the findings are grounded in analyses of the limits and possibilities of teachers’ and students’ practices in schools.

Developing Models In Science Education

Author: J.K. Gilbert
Publisher: Springer Science & Business Media
ISBN: 9780792367727
Size: 43.35 MB
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Models and modelling play a central role in the nature of science, in its conduct, in the accreditation and dissemination of its outcomes, as well as forming a bridge to technology. They therefore have an important place in both the formal and informal science education provision made for people of all ages. This book is a product of five years collaborative work by eighteen researchers from four countries. It addresses four key issues: the roles of models in science and their implications for science education; the place of models in curricula for major science subjects; the ways that models can be presented to, are learned about, and can be produced by, individuals; the implications of all these for research and for science teacher education. The work draws on insights from the history and philosophy of science, cognitive psychology, sociology, linguistics, and classroom research, to establish what may be done and what is done. The book will be of interest to researchers in science education and to those taking courses of advanced study throughout the world.

Models And Modeling

Author: Myint Swe Khine
Publisher: Springer Science & Business Media
ISBN: 9789400704497
Size: 45.33 MB
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The process of developing models, known as modeling, allows scientists to visualize difficult concepts, explain complex phenomena and clarify intricate theories. In recent years, science educators have greatly increased their use of modeling in teaching, especially real-time dynamic modeling, which is central to a scientific investigation. Modeling in science teaching is being used in an array of fields, everything from primary sciences to tertiary chemistry to college physics, and it is sure to play an increasing role in the future of education. Models and Modeling: Cognitive Tools for Scientific Enquiry is a comprehensive introduction to the use of models and modeling in science education. It identifies and describes many different modeling tools and presents recent applications of modeling as a cognitive tool for scientific enquiry.

Modelling Based Teaching In Science Education

Author: John K. Gilbert
Publisher: Springer
ISBN: 3319290398
Size: 38.80 MB
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This book argues that modelling should be a component of all school curricula that aspire to provide ‘authentic science education for all’. The literature on modelling is reviewed and a ‘model of modelling’ is proposed. The conditions for the successful implementation of the ‘model of modelling’ in classrooms are explored and illustrated from practical experience. The roles of argumentation, visualisation, and analogical reasoning, in successful modelling-based teaching are reviewed. The contribution of such teaching to both the learning of key scientific concepts and an understanding of the nature of science are established. Approaches to the design of curricula that facilitate the progressive grasp of the knowledge and skills entailed in modelling are outlined. Recognising that the approach will both represent a substantial change from the ‘content-transmission’ approach to science teaching and be in accordance with current best-practice in science education, the design of suitable approaches to teacher education are discussed. Finally, the challenges that modelling-based education pose to science education researchers, advanced students of science education and curriculum design, teacher educators, public examiners, and textbook designers, are all outlined.

Models Based Science Teaching

Author: Steven Gilbert
Publisher: NSTA Press
ISBN: 1936959968
Size: 73.77 MB
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Humans perceive the world by constructing mental modelsOCotelling a story, interpreting a map, reading a book. Every way we interact with the world involves mental models, whether creating new ones or building on existing models with the introduction of new information. In Models-Based Science Teaching, author and educator Steven Gilbert explores the concept of mental models in relation to the learning of science, and how we can apply this understanding when we teach science."

New Educational Trends In Turkey

Author: Ünsal Umdu Topsakal
Publisher: Trafford Publishing
ISBN: 1490779914
Size: 50.92 MB
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This book contains eight chapters that analyze and discuss different themes and topics about new educational trends in Turkey. Chapter 1 discusses the new methodological trends in higher education of Turkey. Several factors including the dynamism of internationalization having gained momentum with globalization, increasing demand on higher education, life-long learning routines, transnational student mobility, newer higher education providers, and increasing market-focused competition have affected not only the educational system in general but also institutions of higher education specifically. Chapter 2 presents STEM education, which is accepted as one of the biggest educational movements in the last decade. It is a multidisciplinary, holistic approach, which aims to train students integrally in science, technology, engineering, and mathematics disciplines. Chapter 3 introduces the socioscientific issues (SSI). Socioscientific issues are dilemmas about the environment, health, technology, and science and associated with both society and science, concerning both moral and ethical issues. Chapter 4 focuses on model-based science education: the case of Turkey. Models have crucial roles in the practice of science. In this chapter, it is given that models and modeling in science education, mental models, conceptual models, computer-based models, and model-based learning as a theoretical framework. Furthermore, some studies done about teaching science through MBL in Turkey were given as examples. Chapter 5 examines science literacy in Turkey. Science and technology are the most important indicators of improvement that countries achieved. In this century, societies have started competing against each other to be the leading country in science and technology. This chapter also discusses definition of science literacy and types of science literacy studies. Turkey is in a struggle on the international competition of science literacy appreciation by public, which is an ultimate indicator of the level of development. In Chapter 6, the studies partaking in the literature about Artificial Neural Networks (ANN) and the use of ANN in predicting academic success have been discussed, especially those done in Turkey. Besides the study principles of ANN, its preferability reason for prediction has been mentioned. The other studies in which ANN is used to estimate the academic success in the field of education have also been included. Compared to other methods, presenting the successful predictions of ANN applications is considered to cause ANN to be used more common. Chapter 7 discusses the place of SOLO model in mathematics education. SOLO model can be used for evaluating students cognitive knowledge. In this chapter, research in mathematics education in which SOLO model was used is also mentioned. In recent years, interest in mathematics education research about SOLO model has started to increase in Turkey. Chapter 8 focuses on problem posing in Turkish mathematics education. Problem posing, which teaching mathematics researchers have frequently emphasized in recent years, includes either posing new problems in terms of a given situation or reformulating the problem. In curriculums, while problem posing is widely used at primary school level, the importance given for problem posing has become less as the levels increased. Problem posing from Turkeys perspective can be said that teachers started to use activities for problem posing together with the shift to the constructivist teaching model in Turkish education system in 2005. In this chapter, it is also discussed that studies about problem posing in mathematics education.

Multiple Representations In Physics Education

Author: David F. Treagust
Publisher: Springer
ISBN: 3319589148
Size: 78.63 MB
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This volume is important because despite various external representations, such as analogies, metaphors, and visualizations being commonly used by physics teachers, educators and researchers, the notion of using the pedagogical functions of multiple representations to support teaching and learning is still a gap in physics education. The research presented in the three sections of the book is introduced by descriptions of various psychological theories that are applied in different ways for designing physics teaching and learning in classroom settings. The following chapters of the book illustrate teaching and learning with respect to applying specific physics multiple representations in different levels of the education system and in different physics topics using analogies and models, different modes, and in reasoning and representational competence. When multiple representations are used in physics for teaching, the expectation is that they should be successful. To ensure this is the case, the implementation of representations should consider design principles for using multiple representations. Investigations regarding their effect on classroom communication as well as on the learning results in all levels of schooling and for different topics of physics are reported. The book is intended for physics educators and their students at universities and for physics teachers in schools to apply multiple representations in physics in a productive way.