Sprachbildung im Biologieunterricht / / Sandra Drumm

• Record Nr.: UNINA9910809600103321
• Autore: Drumm Sandra
• Pubbl/distr/stampa: Berlin, [Germany] ; ; Boston, [Massachusetts] : , : De Gruyter, , 2016; ©2016
• ISBN: 3-11-045206-5; 3-11-045423-8
• Descrizione fisica: 1 online resource (314 p.)
• Collana: DaZ-Forschung, , 2192-371X ; ; Band 11
• Disciplina: 570.71
• Soggetti: Biology - Study and teaching; Linguistics - Study and teaching
• Lingua di pubblicazione: Tedesco
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Frontmatter -- Inhalt -- 1. Einleitung -- 2. Theoretische Grundlagen -- 3. Empirische Studie -- 4. Ergebnispräsentation -- 5. Diskussion der Ergebnisse -- 6. Fazit und Ausblick -- Literaturverzeichnis -- Index
• Sommario/riassunto: Da Fach- und Sprachlernen untrennbar sind, müssen Lehrende des Fachunterrichts an Schulen auch sprachliche Arbeit im Unterricht leisten. Sie tragen nicht nur für die fachliche Bildung der Lernenden die Verantwortung, sondern auch für die sprachliche Kompetenzentwicklung in Richtung Bildungssprachlichkeit. Die vorliegende Studie befasst sich aus diesem Grund mit den Vorstellungen von Biologielehrenden zum Fachunterricht, der Sprache des Faches und Sprachförderung. Zunächst werden die sprachlichen Anforderungen des Faches Biologie umrissen, ehe im empirischen Teil die Sichtweise und Argumentation der Lehrenden dargestellt wird. Dabei steht im Vordergrund, welche Maßnahmen durch die diese im Fachunterricht Biologie bereits getroffen werden, ohne dass sie dazu ausgebildet wurden, Sprachkompetenz zu fördern. Damit wird der Ist-Zustand im Fach Biologie exemplarisch dargestellt, um daran Ansatzpunkte für Aus- und Weiterbildung aufzuzeigen.

EcoJustice, Citizen Science and Youth Activism : Situated Tensions for Science Education / / edited by Michael P. Mueller, Deborah J. Tippins

• Record Nr.: UNINA9910484040203321
• Pubbl/distr/stampa: Cham : , : Springer International Publishing : , : Imprint : Springer, , 2015
• ISBN: 9783319116082; 3319116088
• Edizione: [1st ed. 2015.]
• Descrizione fisica: 1 online resource (459 p.)
• Collana: Environmental Discourses in Science Education, , 2352-7315 ; ; 1
• Disciplina: 344.046; 36370561; 370; 370.1
• Soggetti: Science - Study and teaching; Environmental law; Education - Philosophy; Teachers - Training of; Science Education; Environmental Law; Educational Philosophy; Teaching and Teacher Education
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Put Away Your Pencils-Reconceptualizing School Accountability through EcoJustice -- Provoking EcoJustice-Taking Citizen Science and Youth Activism Beyond the School Curriculum -- The Sustainable Farm School-Waldorf Philosophy and EcoJustice Theory in Aesthetic Contexts -- Building Teacher Leaders and Sustaining Local Communities through a Collaborative Farm to School Education Project-What EcoJustice Work Can PreService Teachers Do? -- Drawing on Place and Culture for Climate Change Education in Native Communities -- The Will of the Ancestors: A Collaborative Elementary Science Curriculum Design Initiative -- Eco, Social, or Any Other Justice? Critical Awareness among ; International Service-Learning Program Participants in Costa Rica -- Art to Capture Learning about the Longleaf Pine Ecosystem-Why a Picture is Worth a Thousand Words -- Ponder This? Editorial by J Myron Atkin -- The Commonplaces of Schooling and Citizen Science-Editorial by Xavier Fazio and Doug Karrow -- Living History-Challenging Citizen Science and Youth Activism through Historical Re-enacting -- Teaching with Citizen Science-It’s More than Just Putting Out Fires! -- Carrizo Springs, Texas-The Story of the Systems Academy for Young Scientists (SAYS) -- Mediated Pedagogy in a Blended Environment: Impact of Processes and Settings -- Why the Secret of the Great Smoky Mountains Institute at Tremont Should Influence Science Education-Connecting People and Nature -- Democratic Participation with Scientists through Socioscientific Inquiry -- Ponder This? Editorial -- Youth Activism-Editorial -- Balancing Economic Utility with Civic Responsibility -- Pursuing Youth-led Socioscientific Activism: Conversations of Participation, Pedagogy, and Power -- Harnessing Youth Activism with/in Undergraduate Education: A Case Study of Change Lab -- Science and Democracy in Youth Environmental Action-Learning “Good” Thinking -- Hitting the Big Screen-Urban Youth Activism through Documentary Film -- From Citizen Diplomacy to YouthActivism: The Story of the Global Thinking Project -- Seeing the Forest for the Trees! Conservation and Activism through Socioscientific Issues for Young Children -- Ponder This? Editorial by Angela Calabrese Barton.
• Sommario/riassunto: This volume draws on the ecojustice, citizen science and youth activism literature base in science education and applies the ideas to situated tensions as they are either analyzed theoretically or praxiologically within science education pedagogy. It uses ecojustice to evaluate the holistic connections between cultural and natural systems, environmentalism, sustainability and Earth-friendly marketing trends, and introduces citizen science and youth activism as two of the pedagogical ways ecojustice philosophy can be enacted. It also comprises evidence-based practice with international service, community embedded curriculum, teacher preparation, citizen monitoring and community activism, student-scientist partnerships, socioscientific issues, and new avenues for educational research.