In the United States it certainly is the case that we live in a country that adheres to an ideology of individualism. In education this ideology is manifest in ho- ing teachers accountable for the achievement of their students, and teacher e- cators accountable for the quality of teaching. Similarly, in school districts such as Philadelphia, where this research was undertaken, school principals are held accountable for the quality of the educational programs in their schools. In making this claim about individualism I do not seek to oversimplify an argument that individualism is the only...
In the United States it certainly is the case that we live in a country that adheres to an ideology of individualism. In education this ideology is ma...
Today's youth will face global environmental changes, as well as complex personal and social challenges. To address these issues this collection of essays provides vital insights on how science education can be designed to better engage students and help them solve important problems in the world around them.
"Assessing Schools for Generation R (Responsibility)" includes theories, research, and practices for envisioning how science and environmental education can promote personal, social, and civic responsibility. It brings together inspiring stories, creative practices, and theoretical...
Today's youth will face global environmental changes, as well as complex personal and social challenges. To address these issues this collection of...
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...
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, elect...
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...
Socio-scientific issues (SSI) are open-ended, multifaceted social issues with conceptual links to science. They are challenging to negotiate and resol...
Prompted by the ongoing debate among science educators over nature of science, and its importance in school and university curricula, this book is a clarion call for a broad re-conceptualizing of nature of science in science education. The authors draw on the family resemblance approach popularized by Wittgenstein, defining science as a cognitive-epistemic and social-institutional system whose heterogeneous characteristics and influences should be more thoroughly reflected in science education. They seek wherever possible to clarify their developing thesis with visual tools that illustrate...
Prompted by the ongoing debate among science educators over nature of science, and its importance in school and university curricula, this book is ...
This book moves beyond the traditional constructivist and social-constructivist view of learning and development in science. It draws upon cultural-historical theory in order to theorise early childhood science education in relation to our currently globalised education contexts. The book argues that concept development in science for young children can be better theorised by using Vygotsky s concept of Imagination and creativity, Vygotsky s theory of play, and his work on higher mental functions, particularly the concept of inter and intrapsychological functioning. Key concepts are extracted...
This book moves beyond the traditional constructivist and social-constructivist view of learning and development in science. It draws upon cultural-hi...
The need for a scientifically literate citizenry, one that is able to think critically and engage productively in the engineering design process, has never been greater. By raising engineering design to the same level as scientific inquiry the Next Generation Science Standards (NGSS) have signaled their commitment to the integration of engineering design into the fabric of science education. This call has raised many critical questions...How well do these new standards represent what actually engineers do? Where do the deep connections among science and engineering practices lie? To what...
The need for a scientifically literate citizenry, one that is able to think critically and engage productively in the engineering design process, h...
This book is about a research program on how people learn scientific concepts and how these concepts can be taught in terms of dialoguing this heterogeneity. It aims to define the fundamental tasks for founding a conceptual profile research program.
This book is about a research program on how people learn scientific concepts and how these concepts can be taught in terms of dialoguing this heterog...
In the final part of the book the authors look closely at the range of models and approaches to the teaching of early childhood science that have been made available to early childhood teachers to guide their planning and teaching.
In the final part of the book the authors look closely at the range of models and approaches to the teaching of early childhood science that have been...
Prompted by the ongoing debate among science educators over `nature of science', and its importance in school and university curricula, this book is a clarion call for a broad re-conceptualizing of nature of science in science education.
Prompted by the ongoing debate among science educators over `nature of science', and its importance in school and university curricula, this book is a...
