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Addressing wicked problems through science education / / Marianne Achiam, Justin Dillon, Melissa Glackin, editors
| Addressing wicked problems through science education / / Marianne Achiam, Justin Dillon, Melissa Glackin, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (245 pages) |
| Disciplina | 507.1 |
| Collana | Contributions from Science Education Research |
| Soggetto topico |
Science - Study and teaching - Social aspects
Ensenyament científic Activitats extraescolars |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-74266-0 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Contents -- Editors and Contributors -- About the Editors -- Contributors -- Chapter 1: The Role of Out-of-School Science Education in Addressing Wicked Problems: An Introduction -- On Genealogy -- On Science, the Environment and the Public -- On Wicked Problems -- On Purpose -- On the Challenge to Science Educators and Their Institutions -- On Structure and Content -- On Process -- References -- Chapter 2: Co-Designing a Controversy-Based Educational Programme in a Science Centre -- Introduction -- Literature Review -- Controversial Issues and Wicked Problems -- Science Centres and Controversial Issues -- Collaborative Research -- Case Description: Co-Designing a Controversy-Based Educational Programme -- The Co-Design Process -- Data Collection and Analysis -- Analysis -- The Design Criteria Phase: Negotiating Our Understanding on Controversial Issues -- Creating a Common Language on Controversial Issues Through Visualisations -- A Raised Awareness on Controversy-Based Learning -- Idea-Generation Phase: Dealing with the Wickedness of Ebola -- The Magnified Complexity of Co-Design -- Concretization Phase: Landing a Final Controversy-Based Educational Design -- The Breakdown: Creating or Reflecting on Controversy-Based Learning -- Finalizing the Controversy-Based Design -- Discussion -- References -- Chapter 3: Addressing Health in Out-of-School Science Experiences -- The Science Centre as Setting for Out-of-School Health Education -- The PULSE Project -- Participatory Design as an Approach to Generate Participation -- Co-designing the PULSE Exhibition -- The Front-End Study -- Workshop 1: Design Game Set-up -- Workshop 2: Narrowing Down -- Workshop 3: Testing -- The PULSE-Plaza Exhibition -- Discussion -- Addressing Health -- Research Versus Practice Knowledge -- Summary -- References.
Chapter 4: Connecting Museum Visitors to Nature Through Dioramas -- Biodiversity Loss and the Role of Natural History Museums -- Biodiversity Loss as a Wicked Problem -- Halting Biodiversity Loss -- Nature Experiences to Facilitate Nature Connectedness -- Nature Experiences Through Natural History Dioramas: A Visitor Study -- Museum Visitors' Awareness of Biodiversity and Their Connection to Nature -- References -- Chapter 5: Family Interactions with Biodiversity in a Natural History Museum -- Introduction -- Defining ANT, Biodiversity Knowledge and Family Learning -- Museum für Naturkunde Berlin -- Theoretical Framework -- Wicked Problem: Biodiversity Loss -- Family Learning -- Methodology -- Setting -- Participants -- Data Collection -- Data Analysis -- Results -- Primary Actor -- Interessement and Enrolment -- Mobilisation -- Boundary Object -- Discussion -- Conclusion -- References -- Chapter 6: Real-World Problem: Connecting Socio-Scientific Contexts and Dioramas -- Introduction -- The Electricity Consumption Increases with Population and Economic Growth -- The Wicked Problem: Which Energy Is the Best Choice for Environmentally Sustainable Development? -- Coal-Burning Power -- Nuclear Power -- Natural Power -- Inquiry Learning: From Theory to Practice -- Pedagogy to Promote Inquiry -- Facilitating Inquiry in Museums -- Inquiry in Museums: The Benzene Ring Heuristic -- Study Process -- Dioramas in NMNS -- Life on Earth: Focus on the Animal Adaptation to the Environment -- The Natural Power Transformation Clues in the Dioramas -- The Education Program -- Teaching Trials -- College Student Teaching Trial -- Tenth Grade Student Teaching Trial -- The Fifth Grade Teaching Trial -- Discussion and Conclusion -- References. Chapter 7: Who Benefits from the Natural Gas in Israel? Using a Public Debate to Teach All Components of Education for Sustainable Development -- Prologue -- Introduction -- Context: The Natural Gas Debate -- Science for Citizenship -- Argumentation and SSI -- The Local Wicked Problem of Exporting Natural Gas from Israel -- The Learning Unit -- The LU Design -- Research Goal -- The Teachers' Case Study: Methodology, Participants, and Data Collection -- Data Collection and Analysis -- The Pre- and Post-SSI Questionnaire -- The Decision-Making Exercise in Groups -- Findings -- Seven Strategies of Reasoning -- Unsolved Dilemma Reasoning -- Trade-Off Compromise Reasoning -- Gainful Decision Reasoning -- Minimizing Losses or Risks Reasoning -- Social Justice or Ethical Reasoning -- Narrow Subject-Focused Reasoning -- Action and Priority Reasoning -- Individual Changes from Pre- to Post-arguments -- The Argument Domains -- The Decision-Making Exercise -- Summary -- The Learning Process of the Natural Gas Export Policy Wicked Problem -- Conclusion -- References -- Chapter 8: Climate Garden 2085: An Art-Science Experiment Promoting Different Ways of Knowing About Climate Change -- Introduction: Public Perceptions of Climate Space and Time -- Why Art? Different Kinds of Knowing -- Modes and Logics of Art-Science Collaborations -- Under What Logics Has Art-Science Been Undertaken? -- What Kind of Knowledge Is Produced by Engaging with Art-Science? -- Social Learning -- Description of Activities: Garden and Workshops -- Public Programming -- Tree (Art) Walk -- Gessner Prints -- How Many Food Miles in a Snack Box? -- 'No Thanks, I've Got a Bag': Plastic Bag Upcycling - Craft Activity for All Ages -- Solar-Wind Lights: Tinkering Activity for Children -- Help! I'm a Stressed-out Plant! -- Forecasting the Effects of Climate Change on Agricultural Crops. Public Experiment 'Results' -- Summary -- References -- Chapter 9: Using a Wicked Problem for Inquiry-Based Fieldwork in High School Geology: Addressing Climate Change and Mass Extinction Events -- ELICIT: Setting the Scene for the Reader -- ENGAGE: Using Fieldwork to Learn About the Potential of a Wicked Problem -- EXPLORE: An Inquiry for High School Pupils -- ELICIT and ENGAGE: High School Pupils' Classroom Preparation Prior to Fieldwork -- EXPLORE: High School Pupils Conduct Fieldwork at Stevns Klint -- EXPLAIN: High School Pupils Interpret the Geology at Stevns Klint -- EXTEND: High School Pupils Apply the Learning Outcome from Fieldwork to Address a Wicked Problem -- FORMATIVE FEEDBACK: Continuous Evaluation Informing High School Pupils About Their Progress -- EXPLAIN: Readers' Clarifications -- Why Use Wicked Problems to Organize Inquiry and Learn Geological Research Methods -- EXTEND: Readers' Applications -- Linking Historical Science to Solving Challenges to Society -- The Use of the 6F Model for Inquiry Teaching -- FEEDBACK: Readers' Conclusions -- Reflections on How to Use Wicked Problems in Own Teaching -- Discussion and Concluding Comments -- References -- Chapter 10: Connecting with People, Places and Histories Through Archaeology: Youths' Development of Sustain'abilities' -- A Word About Archaeology and Informal STEM Education -- Case 1: "It's Like Another Planet" - Archaeology in the Classroom and in the Field -- Description of the Programme -- Description of the Activity -- The Role of Student Questions -- A Unique Learning Opportunity -- Struggles Students Experienced -- Getting Out of the Classroom: The Excavation -- Visiting the Museum -- Case 2. "What I Dug Up in My Community Is Here!" Public Recognition Through Photography and Community-Based Archaeology -- Description of the Project. From Dwelling in Place to Public Recognition -- Connecting History and the Past with the Present -- Development of Shared Experiences -- Youth Voice -- Implications for Teachers -- Discussion -- Implications for Out-of-School Science Education -- References -- Chapter 11: School Sliding Doors: Out-of-School Activities and Young People's Engagement with Climate Change -- Here and Now -- Concrete Impacts -- Citizenship -- Conclusions -- References -- Chapter 12: Wicked Problems and Out-of-School Science Education: Implications for Practice and Research -- Science Alone Cannot Provide the Answer -- A Multitude of Voices -- The Importance of Time -- Place-Based Perspectives -- And so... -- Messages for Education Professionals -- Implications for Researchers -- References. |
| Record Nr. | UNINA-9910495242603321 |
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Bad education : debunking myths in education / / edited by Philip Adey and Justin Dillon
| Bad education : debunking myths in education / / edited by Philip Adey and Justin Dillon |
| Pubbl/distr/stampa | Maidenhead, Berkshire ; ; New York, : Open University Press, 2012 |
| Descrizione fisica | 1 online resource (xxv, 297 pages) |
| Disciplina | 371 |
| Soggetto topico |
Education - Research
Charter schools Education - Aims and objectives Teaching Learning |
| Soggetto genere / forma | Electronic books. |
| ISBN |
0-335-24602-8
9780335246021 9780335246014 033524601X 9781283961295 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Bad Education : Debunking myths in education; Contents; Notes on contributors; Foreword; Introduction; Part 1: School organization; 1 Are there 'good' schools and 'bad' schools?; 2 Is vocational education for the less able?; 3 Grouping pupils by ability in schools; 4 Class size: is small better?; 5 Supporting learning?: How effective are teaching assistants?; Part 2: Teaching methods; 6 Traditional versus progressive education; 7 Synthetic phonics: the route to reading?; 8 Is informal education better than formal education?; 9 The social and emotional aspects of learning (SEAL)
10 Computers good, calculators bad?Part 3: Learners; 11 Left-brain, right-brain, brain games and beanbags: neuromyths in education; 12 From fixed IQ to multiple intelligences; 13 Learning styles: unreliable, invalid and impractical and yet still widely used; 14 'TV is bad for children' - less emotion, more science please!; 15 Playing with emotions: why emotional literacy trumps emotional intelligence; 16 The dyslexia debate; Index |
| Record Nr. | UNINA-9910462842303321 |
| Maidenhead, Berkshire ; ; New York, : Open University Press, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Bad education : debunking myths in education / / edited by Philip Adey and Justin Dillon
| Bad education : debunking myths in education / / edited by Philip Adey and Justin Dillon |
| Pubbl/distr/stampa | Maidenhead, Berkshire ; ; New York, : Open University Press, 2012 |
| Descrizione fisica | 1 online resource (xxv, 297 pages) |
| Disciplina | 371 |
| Soggetto topico |
Education - Research
Charter schools Education - Aims and objectives Teaching Learning |
| ISBN |
1-283-96129-6
0-335-24602-8 9780335246021 9780335246014 033524601X 9781283961295 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Bad Education : Debunking myths in education; Contents; Notes on contributors; Foreword; Introduction; Part 1: School organization; 1 Are there 'good' schools and 'bad' schools?; 2 Is vocational education for the less able?; 3 Grouping pupils by ability in schools; 4 Class size: is small better?; 5 Supporting learning?: How effective are teaching assistants?; Part 2: Teaching methods; 6 Traditional versus progressive education; 7 Synthetic phonics: the route to reading?; 8 Is informal education better than formal education?; 9 The social and emotional aspects of learning (SEAL)
10 Computers good, calculators bad?Part 3: Learners; 11 Left-brain, right-brain, brain games and beanbags: neuromyths in education; 12 From fixed IQ to multiple intelligences; 13 Learning styles: unreliable, invalid and impractical and yet still widely used; 14 'TV is bad for children' - less emotion, more science please!; 15 Playing with emotions: why emotional literacy trumps emotional intelligence; 16 The dyslexia debate; Index |
| Record Nr. | UNINA-9910786071203321 |
| Maidenhead, Berkshire ; ; New York, : Open University Press, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Bad education : debunking myths in education / / edited by Philip Adey and Justin Dillon
| Bad education : debunking myths in education / / edited by Philip Adey and Justin Dillon |
| Pubbl/distr/stampa | Maidenhead, Berkshire ; ; New York, : Open University Press, 2012 |
| Descrizione fisica | 1 online resource (xxv, 297 pages) |
| Disciplina | 371 |
| Soggetto topico |
Education - Research
Charter schools Education - Aims and objectives Teaching Learning |
| ISBN |
1-283-96129-6
0-335-24602-8 9780335246021 9780335246014 033524601X 9781283961295 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Bad Education : Debunking myths in education; Contents; Notes on contributors; Foreword; Introduction; Part 1: School organization; 1 Are there 'good' schools and 'bad' schools?; 2 Is vocational education for the less able?; 3 Grouping pupils by ability in schools; 4 Class size: is small better?; 5 Supporting learning?: How effective are teaching assistants?; Part 2: Teaching methods; 6 Traditional versus progressive education; 7 Synthetic phonics: the route to reading?; 8 Is informal education better than formal education?; 9 The social and emotional aspects of learning (SEAL)
10 Computers good, calculators bad?Part 3: Learners; 11 Left-brain, right-brain, brain games and beanbags: neuromyths in education; 12 From fixed IQ to multiple intelligences; 13 Learning styles: unreliable, invalid and impractical and yet still widely used; 14 'TV is bad for children' - less emotion, more science please!; 15 Playing with emotions: why emotional literacy trumps emotional intelligence; 16 The dyslexia debate; Index |
| Record Nr. | UNINA-9910817281103321 |
| Maidenhead, Berkshire ; ; New York, : Open University Press, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Becoming a teacher [[electronic resource] ] : issues in secondary education / / edited by Justin Dillon and Meg Maguire
| Becoming a teacher [[electronic resource] ] : issues in secondary education / / edited by Justin Dillon and Meg Maguire |
| Edizione | [4th ed.] |
| Pubbl/distr/stampa | Maidenhead [England], : Open University, 2011 |
| Descrizione fisica | 1 online resource (418 p.) |
| Disciplina | 371.1 |
| Altri autori (Persone) |
DillonJustin
MaguireMeg <1949-> |
| Soggetto topico |
High school teaching - Great Britain
High school teaching - Social aspects - Great Britain Classroom management - Great Britain Curriculum planning - Great Britain |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-283-269
978661326 0-335-242 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | pt. 1. First thoughts -- pt. 2. Policy, society and schooling -- pt. 3. Teaching and learning -- pt. 4. Across the curriculum. |
| Record Nr. | UNINA-9910461810303321 |
| Maidenhead [England], : Open University, 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The Future in Learning Science: What’s in it for the Learner? / / edited by Deborah Corrigan, Cathy Buntting, Justin Dillon, Alister Jones, Richard Gunstone
| The Future in Learning Science: What’s in it for the Learner? / / edited by Deborah Corrigan, Cathy Buntting, Justin Dillon, Alister Jones, Richard Gunstone |
| Edizione | [1st ed. 2015.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2015 |
| Descrizione fisica | 1 online resource (306 p.) |
| Disciplina | 370 |
| Soggetto topico |
Science education
Learning Instruction Science Education Learning & Instruction |
| ISBN | 3-319-16543-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | The Future in Learning Science: Themes, Issues and Big Ideas. Cathy Buntting, Richard Gunstone, Deborah Corrigan, Justin Dillon and Alister Jones -- Learning for a Better World: Futures in Science Education, Michael Reiss -- Connoisseurs of Science: A Next Goal for Science Education? Peter Fensham -- When Science Changes: The Impact of ICTs on Preparing Students for Science Outside of School , Marie-Claire Shanahan -- Forms of learning in senior secondary science as represented through an integrated curriculum, May Cheng -- Pursuing different forms of science learning through innovative curriculum implementation, Greg Lancaster, Debra Panizzon and Deborah Corrigan -- Reconceptualising the Learning and Teaching of Scientific Concepts, Colette Murphy -- Making Science beyond the Classroom Accessible to Students, Léonie Rennie -- Children Learning Science in and for a Participatory Culture, Bronwen Cowie and Elaine Khoo -- The Elephant in the Room: Emotional Literacy/Intelligence, Science Education, and Gender, Brian Matthews -- Initiatives to Prepare New Science Teachers for Promoting Student Engagement, Shirley Simon and Paul Davies -- Futures Thinking in the Future of Science Education, Cathy Buntting and Alister Jones -- Revealing Questions: What are Learners Asking About? Amy Seakins -- The Potential of Digital Technology for Science Learning and Teaching—The Learners’ Perspective, Neil Selwyn and Rebecca Cooper -- Facilitating Change in Science Teachers’ Perceptions about Learning and Teaching, John Loughran and Kathy Smith. |
| Record Nr. | UNINA-9910483488903321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Good practice in science teaching [[electronic resource] ] : what research has to say / / edited by Jonathan Osborn and Justin Dillon
| Good practice in science teaching [[electronic resource] ] : what research has to say / / edited by Jonathan Osborn and Justin Dillon |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | Maidenhead ; ; New York, : Open University Press, c2010 |
| Descrizione fisica | 1 online resource (367 p.) |
| Disciplina | 507.1 |
| Altri autori (Persone) |
OsborneJonathan
DillonJustin |
| Soggetto topico |
Science - Study and teaching - Research
Research |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-283-33802-5
9786613338020 0-335-23859-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front cover; Half title page; Title page; Copyright page; Contents; List of figures; List of tables; Contributors; Introduction: Research matters? - Jonathan Osborne and Justin Dillon; 1 Science teachers, science teaching: Issues and challenges - Justin Dillon and Alex Manning; 2 How science works: What is the nature of scientific reasoning and what do we know about students' understanding? - Jonathan Osborne and Justin Dillon; 3 Science for citizenship - Jonathan Osborne; 4 Thinking about learning: Learning in science - Jill Hohenstein and Alex Manning
5 Science teaching and Cognitive Acceleration - Philip Adey and Natasha Serret6 Practical work - Robin Millar; 7 The role of language in the learning and teaching of science - Maria Evagorou and Jonathan Osborne; 8 Technology-mediated learning - Mary Webb; 9 Formative assessment in science - Paul Black and Christine Harrison; 10 Summative assessment: Gold or glitter? - Julian Swain; 11 Students' attitudes to science - Shirley Simon and Jonathan Osborne; 12 Supporting science learning in out-of-school contexts - Heather King and Melissa Glackin 13 Supporting the development of effective science teachers - John K. GilbertBibliography; Index; Back cover |
| Record Nr. | UNINA-9910459310603321 |
| Maidenhead ; ; New York, : Open University Press, c2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Good practice in science teaching [[electronic resource] ] : what research has to say / / edited by Jonathan Osborn and Justin Dillon
| Good practice in science teaching [[electronic resource] ] : what research has to say / / edited by Jonathan Osborn and Justin Dillon |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | Maidenhead ; ; New York, : Open University Press, c2010 |
| Descrizione fisica | 1 online resource (367 p.) |
| Disciplina | 507.1 |
| Altri autori (Persone) |
OsborneJonathan
DillonJustin |
| Soggetto topico |
Science - Study and teaching - Research
Research |
| ISBN |
1-283-33802-5
9786613338020 0-335-23859-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front cover; Half title page; Title page; Copyright page; Contents; List of figures; List of tables; Contributors; Introduction: Research matters? - Jonathan Osborne and Justin Dillon; 1 Science teachers, science teaching: Issues and challenges - Justin Dillon and Alex Manning; 2 How science works: What is the nature of scientific reasoning and what do we know about students' understanding? - Jonathan Osborne and Justin Dillon; 3 Science for citizenship - Jonathan Osborne; 4 Thinking about learning: Learning in science - Jill Hohenstein and Alex Manning
5 Science teaching and Cognitive Acceleration - Philip Adey and Natasha Serret6 Practical work - Robin Millar; 7 The role of language in the learning and teaching of science - Maria Evagorou and Jonathan Osborne; 8 Technology-mediated learning - Mary Webb; 9 Formative assessment in science - Paul Black and Christine Harrison; 10 Summative assessment: Gold or glitter? - Julian Swain; 11 Students' attitudes to science - Shirley Simon and Jonathan Osborne; 12 Supporting science learning in out-of-school contexts - Heather King and Melissa Glackin 13 Supporting the development of effective science teachers - John K. GilbertBibliography; Index; Back cover |
| Record Nr. | UNINA-9910785063703321 |
| Maidenhead ; ; New York, : Open University Press, c2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Good practice in science teaching [[electronic resource] ] : what research has to say / / edited by Jonathan Osborn and Justin Dillon
| Good practice in science teaching [[electronic resource] ] : what research has to say / / edited by Jonathan Osborn and Justin Dillon |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | Maidenhead ; ; New York, : Open University Press, c2010 |
| Descrizione fisica | 1 online resource (367 p.) |
| Disciplina | 507.1 |
| Altri autori (Persone) |
OsborneJonathan
DillonJustin |
| Soggetto topico |
Science - Study and teaching - Research
Research |
| ISBN |
1-283-33802-5
9786613338020 0-335-23859-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front cover; Half title page; Title page; Copyright page; Contents; List of figures; List of tables; Contributors; Introduction: Research matters? - Jonathan Osborne and Justin Dillon; 1 Science teachers, science teaching: Issues and challenges - Justin Dillon and Alex Manning; 2 How science works: What is the nature of scientific reasoning and what do we know about students' understanding? - Jonathan Osborne and Justin Dillon; 3 Science for citizenship - Jonathan Osborne; 4 Thinking about learning: Learning in science - Jill Hohenstein and Alex Manning
5 Science teaching and Cognitive Acceleration - Philip Adey and Natasha Serret6 Practical work - Robin Millar; 7 The role of language in the learning and teaching of science - Maria Evagorou and Jonathan Osborne; 8 Technology-mediated learning - Mary Webb; 9 Formative assessment in science - Paul Black and Christine Harrison; 10 Summative assessment: Gold or glitter? - Julian Swain; 11 Students' attitudes to science - Shirley Simon and Jonathan Osborne; 12 Supporting science learning in out-of-school contexts - Heather King and Melissa Glackin 13 Supporting the development of effective science teachers - John K. GilbertBibliography; Index; Back cover |
| Record Nr. | UNINA-9910828025503321 |
| Maidenhead ; ; New York, : Open University Press, c2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Science education research and practice in Europe [[electronic resource] ] : retrospective and prospective / / edited by Doris Jorde, Justin Dillon
| Science education research and practice in Europe [[electronic resource] ] : retrospective and prospective / / edited by Doris Jorde, Justin Dillon |
| Edizione | [1st ed. 2012.] |
| Pubbl/distr/stampa | Rotterdam, : Sense Publishers, 2012 |
| Descrizione fisica | 1 online resource (393 p.) |
| Disciplina | 370 |
| Altri autori (Persone) |
JordeDoris
DillonJustin |
| Collana |
Cultural Perspectives in Science Education
Cultural perspectives in science education |
| Soggetto topico | Science - Study and teaching - Europe |
| Soggetto genere / forma | Electronic books. |
| ISBN | 94-6091-900-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Preliminary Material / Doris Jorde and Justin Dillon -- Science Education Research and Practice in Europe: Retrospective and Prospective / Doris Jorde and Justin Dillon -- The Model of Educational Reconstruction – A Framework for Improving Teaching and Learning Science / Reinders Duit , Harald Gropengießer , Ulrich Kattmann , Michael Komorek and Ilka Parchmann -- Transcending Science: Scientific Literacy and Bildung for the 21st Century / Per-Olof Wickman , Caroline Liberg and Leif Östman -- How Research on Students’ Processes of Concept Formation can Inform Curriculum Development / Claudia V. Aufschnaiter and Christian Rogge -- Studies of the Development of Students’ Understandings of Ecological Phenomena / Gustav Helldén -- Video Analysis as a tool for Understanding Science Instruction / Hans E. Fischer and Knut Neumann -- The Nature of Video Studies in Science Education / Andrée Tiberghien and Gérard Sensevy -- Teaching Activities and Language use in Science Classrooms / Marianne Ødegaard and Kirsti Klette -- Results and Perspectives from the ROSE Project / Svein Sjøberg and Camilla Schreiner -- The Cultural Context of Science Education / Cathrine Hasse and Anne B. Sinding -- Argumentation in Science Education Research: Perspectives from Europe / Sibel Erduran and Maria Pilar Jiménez-Aleixandre -- Classroom Discourse and Science Learning: Issues of Engagement, Quality and Outcome / Asma Almahrouqi and Phil Scott -- School Health Education Nowadays: Challenges and Trends / Graça S. Carvalho and Dominique Berger -- Science Education Research in Turkey: A Content Analysis of Selected Features of Published Papers / Mustafa Sozbilir , Hulya Kutu and M. Diyaddin Yasar -- Improving Science Education Through European Models of Sustainable Teacher Professional Development / Matthias Stadler and Doris Jorde. |
| Record Nr. | UNINA-9910453557303321 |
| Rotterdam, : Sense Publishers, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
