This book will help educators develop the scientific literacy of students. It bridges the gap between cutting-edge research and classroom practice to provide educators with the knowledge they need to foster students' scientific literacy.
Science -- and the technology derived from it -- is having a dramatic impact on the quality of our personal lives and the environment around us. Science will have an even greater impact on the lives of our students. The lives of scientifically literate students will be enriched by their understanding, appreciation, and enjoyment of the natural world. To prosper in the near future, all students must become scientifically literate and embrace the notion of life-long learning in science. Without scientific literacy, it will become impossible for students to make informed decisions about the interrelated educational, scientific, and social issues that will confront them in the future. Intended for science teachers, teacher educators, researchers, and administrators, this volume is concerned with the innovative research that is reforming how science is learned in schools. The chapters provide overviews of current research and illustrate how the findings of this research are being applied in schools. This research-based knowledge is essential for effective science instruction. The contributors are leading authorities in science education and their chapters draw clear connections among research, theory, and classroom practice. They provide excellent examples from science classes in which their research has reformed practice. This book will help educators develop the scientific literacy of students. It bridges the gap between cutting-edge research and classroom practice to provide educators with the knowledge they need to foster students' scientific literacy.
Science Education Research and Practice in Asia Pacific and Beyond
Release on 2017-10-16 | by Jennifer Yeo
In: Glynn SM, Duit R (eds) Learning science in the schools: research reforming practice. Lawrence Erlbaum Associates, Mahwah, pp 327–346 Tseng V (2008) Studying the use of research evidence in policy & practice, William T. Grant ...
This book is based on presentations at the International Science Education Conference (ISEC) 2014. It showcases a selection of the best papers by researchers and science teachers from the Asia-Pacific region, North America and the United Kingdom. Centered on the theme of “Pushing the boundaries – Investing in our future”, they pursue new ways of helping learners appreciate the diversity and changes in science that result from a globalised world facing complex and diverse environmental and technological issues. The chapters touch on various themes in science education that explore and investigate issues of scientific literacy, societal challenges and affect, and teacher professional development. Its comprehensive themes make it a valuable textbook for graduate students of master’s and Ph.D. programs. It also appeals to pre-service and in-service teachers as a resource on innovative pedagogical practices and creative methods of professional development. With a selection that emphasises the research-practice nexus in education research, it serves as an introductory handbook for teachers to connect with the current issues facing science education.
Research in Science Education in Europe
Release on 2005-08-02 | by Geoff Welford
DUIT, R. (1991) 'On the role of analogies and metaphors in learning science', Science Education, 6, 75, pp. ... S. and DUIT, R. (Eds) Learning Science in the Schools: Research Reforming Practice, Hillsdale, NJ, Lawrence Erlbaum, pp.
A range of topical issues and concerns at the forefront of research in science education in Europe are examined in this text. The contributors are science educators and researchers from throughout Europe.
Science Education in Theory and Practice
Release on 2020-09-08 | by Ben Akpan
In S. M. Glynn & R. Duit (Eds.), Learning science in the schools: Research reforming practice (pp. 327–346). Mahwah, New Jersey: Lawrence Erlbaum Associates. Tudge, J. (1990). Vygotswky, the zone of proximal development, ...
This book provides a collection of applicable learning theories and their applications to science teaching. It presents a synthesis of historical theories while also providing practical implications for improvement of pedagogical practices aimed at advancing the field into the future. The theoretical viewpoints included in this volume span cognitive and social human development, address theories of learning, and describe approaches to teaching and curriculum development. The book presents and discusses humanistic, behaviourist, cognitivist, and constructivist theories. In addition, it looks at other theories, such as multiple intelligences theory, systems thinking, gender/sexuality theory and indigenous knowledge systems. Each chapter follows a reader-motivated approach anchored on a narrative genre. The book serves as a guide for those aiming to create optional learning experiences to prepare the next generation STEM workforce. Chapter “The Bildung Theory—From von Humboldt to Klafki and Beyond” is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com
Four Decades of Research in Science Education from Curriculum Development to Quality Improvement
Release on | by Silke Mikelskis-Seifert
Upper Saddle River, NJ: Pearson Education. Glynn, S.M., & Duit, R. (1995). Learning science meaningfully: Constructing conceptual models. In S.M. Glynn & R. Duit (Eds.), Learning science in the schools: Research reforming practice (pp.
Issues and Challenges in Science Education Research
Release on 2012-04-27 | by Kim Chwee Daniel Tan
Part III discusses the use of innovations and new technologies in science teaching and learning. ... In S. M. Glynn & R. Duit (Eds.), Learning science in the schools: Research reforming practice (pp. 327–346).
In contemporary society, science constitutes a significant part of human life in that it impacts on how people experience and understand the world and themselves. The rapid advances in science and technology, newly established societal and cultural norms and values, and changes in the climate and environment, as well as, the depletion of natural resources all greatly impact the lives of children and youths, and hence their ways of learning, viewing the world, experiencing phenomena around them and interacting with others. These changes challenge science educators to rethink the epistemology and pedagogy in science classrooms today as the practice of science education needs to be proactive and relevant to students and prepare them for life in the present and in the future. Featuring contributions from highly experienced and celebrated science educators, as well as research perspectives from Europe, the USA, Asia and Australia, this book addresses theoretical and practical examples in science education that, on the one hand, plays a key role in our understanding of the world, and yet, paradoxically, now acknowledges a growing number of uncertainties of knowledge about the world. The material is in four sections that cover the learning and teaching of science from science literacy to multiple representations; science teacher education; the use of innovations and new technologies in science teaching and learning; and science learning in informal settings including outdoor environmental learning activities. Acknowledging the issues and challenges in science education, this book hopes to generate collaborative discussions among scholars, researchers, and educators to develop critical and creative ways of science teaching to improve and enrich the lives of our children and youths.
International handbook of teachers and teaching
Release on 1998 | by Bruce J. Biddle
Learning Science in the Schools : Research Reforming Practice . Lawrence Erlbaum , Mahwah . NJ , 299-325 . Gitomer , D H. . Zohar , A. . Duschl . R.A. & Chang . M .: 1994 . ' The Impact of Portfolio Culture Practices Lakatos .
Learning science meaningfully: constructing conceptual models. In S.M. Glynn and R. Duit (eds), Learning Science in the Schools: Research Reforming Practice (pp. 3–34). Mahwah, NJ: Erlbaum. Glynn, S.M., Britton, B.K., Semrud-Clikeman, ...
Internationally renowned and award-winning author John Gilbert has spent the last thirty years researching, thinking and writing about some of the central and enduring issues in science education. He has contributed over twenty books and 400 articles to the field and is Editor-in-Chief of the International Journal of Science Education. For the first time he brings together sixteen of his key writings in one volume. This unique book highlights important shifts in emphasis in science education research, the influence of important individuals and matters of national and international concern. All this is interwoven in the following four themes: explanation, models and modeling in science education relating science education and technology education informal education in science and technology alternative conceptions and science education.
Classroom based Research and Evidence based Practice
Release on 2013-05-13 | by Keith Taber
British Educational Research Journal, 15(2), 155—176. Treagust, D. (1995). Diagnostic assessment of students' science knowledge. In S. M. Glynn St R. Duit (Eds.), Learning Science in the Schools: Research Reforming Practice (pp.
This refreshing Second Edition offers a helpful overview of educational research for those training to be teachers, or setting out on classroom-based research projects. The book illustrates the nature and logic of the research process, and supports readers in critically evaluating the strengths and limitations of published studies. Drawing on a variety of relevant examples, the book demonstrates each stage of the research process - including formulating research questions, selecting data collection techniques and deciding on approaches to data analysis - and usefully integrates each stage. The new edition includes: - an expanded treatment of data analysis - new, discrete chapters looking at ethical issues, and at how teachers can research their own classrooms through the use of case studies - discussion of research carried out by trainee teachers. Clear and comprehensive, the examples included in the book demonstrate the range of topics that are suitable for research in the classroom and identify key factors for consideration when undertaking classroom-based research. This book is essential reading for students, researchers, teachers and trainee teachers interested in doing research in the classroom.
Handbook of Research on Science Education
Release on 2014-07-11 | by Norman G. Lederman
Developing learning progressions in support of the new science standards: A RAPID Workshop Series. CPRE. ... In S. M. Glynn & R. Duit (Eds.), Learning science in the schools: Research reforming practice (pp. 201–227).
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.
Type: BOOK - Published: 2014-10-30 - Publisher: Wharncliffe
Never before has a comprehensive history been written of the track used by railways of all gauges, tramways, and cliff railways, in Great Britain. And yet it was the development of track, every bit as much as the development of the locomotive, that has allowed our railways to provide an
Type: BOOK - Published: 2020-06-07 - Publisher: Routledge
Transport and mobility history is one of the most exciting areas of historical research at the present. As its scope expands, it entices scholars working in fields as diverse as historical geography, management studies, sociology, industrial archaeology, cultural and literary studies, ethnography, and anthropology, as well as those working in
Type: BOOK - Published: 2020-12-30 - Publisher: Pen and Sword Transport
Much has been written about the Liverpool & Manchester Railway, especially how it came into being and the Rainhill Trials, but very little has been said about what happened after the grand opening on 15 September 1830. Drawing on years of research, and practical experience of working with the replica
Type: BOOK - Published: 2019-11-22 - Publisher: The History Press
WE think of the Stephensons and Brunel as the fathers of the railways, and their Liverpool and Manchester and Great Western Railways as the prototypes of the modern systems. But who were the railways’ grandfathers and great-grandfathers? The rapid evolution of the railways after 1830 depended on the juggernauts of
Type: BOOK - Published: 2021-05-31 - Publisher: Pen and Sword Transport
The Liverpool & Manchester Railway was Britain’s first mainline, intercity railway; opened in 1830 it was at the cutting edge of railway technology. Engineered by George Stephenson and his team – John Dixon, William Allcard, Joseph Locke – the project faced many obstacles both before and after opening, including local