Years ago a primary teacher told me about a great series of lessons she had just had. The class had visited rock pools on the seashore, and when she asked them about their observations they talked about: it was like a factory, it was like a church, it was like a garden, it was like our kitchen at breakfast time, etc. Each student s analogy could be elaborated, and these analogies provided her with strongly engaged students and a great platform from which to develop their learning about biological diversity and interdependence. In everyday life we learn so many things by comparing and...
Years ago a primary teacher told me about a great series of lessons she had just had. The class had visited rock pools on the seashore, and when she a...
Norman G. Lederman I remember moving into my graduate student office at Syracuse University in 1979 as if it was yesterday. Directly across the hall was another graduate student office with the door closed. On the door was an index card with the following quote: Nothing happened in 1945 except that we changed the scale of our indifference to man; and conscience, in revenge, for an instant became immediate to us. Before the immediacy fades in a sequence of televised atomic tests, let us acknowledge our subject for what it is: civilization face to face with its own implications. The...
Norman G. Lederman I remember moving into my graduate student office at Syracuse University in 1979 as if it was yesterday. Directly across the hall w...
If you're the kind of reader who usually skips the Preface (I am), you can certainly do that. It's probably valuable, though, for me to spend a little time describing the structure of this book to orient you to the way the argument unfolds. My intention was to try to find the best possible blend of theory and practice. I believe there are plenty of excellent books describing the theoretical underpinnings of qualitative research in education (Denzin & Lincoln, 1994, 2000; Eisner, 1998; Guba & Lincoln, 1989; Lincoln & Guba, 1985). A number of those books are cited here, and their arguments...
If you're the kind of reader who usually skips the Preface (I am), you can certainly do that. It's probably valuable, though, for me to spend a little...
Design and Technology evolved in the school curriculum from the mid 1960s. By the 1980s it had become mainstream for the British government to fund research exploring what learners could do when challenged with design & technology tasks. The authors worked together on that project, producing in 1991 the first seminal research report on learners' capability in design and technology.
This book summarises the lessons learned from this and other projects. The book's messages centre on the designing activity, on learning, teaching and assessment, and, more widely, on what can be learnt...
Design and Technology evolved in the school curriculum from the mid 1960s. By the 1980s it had become mainstream for the British government to fund...
This book synthesizes current literature and research on scientific inquiry and the nature of science in K-12 instruction. Its presentation of the distinctions and overlaps of inquiry and nature of science as instructional outcomes are unique in contemporary literature. Researchers and teachers will find the text interesting as it carefully explores the subtleties and challenges of designing curriculum and instruction for integrating inquiry and nature of science.
This book synthesizes current literature and research on scientific inquiry and the nature of science in K-12 instruction. Its presentation of the ...
This book is the culmination of over twenty years of work toward a pedagogical theory that promotes experiential learning of model-laden theory and inquiry in science. It is primarily intended for researchers and graduate students in science education, and it may serve as a major reference for in-service and pre-service science teachers.
The book focuses as much on course content as on instruction and learning methodology, and presents practical aspects that have repeatedly demonstrated their value in fostering meaningful and equitable learning of physics and other science courses...
This book is the culmination of over twenty years of work toward a pedagogical theory that promotes experiential learning of model-laden theory and...
This book provides an introduction to the philosophy of technology that is accessible to non-philosophers. It offers a survey of the current state-of-affairs in the philosophy of technology and also discusses the relevance of that for teaching about technology. The book includes questions and assignments and offers an extensive annotated bibliography for those who want to read more about the discipline.
This book provides an introduction to the philosophy of technology that is accessible to non-philosophers. It offers a survey of the current state-...
This volume is of interest to science educators, graduate students, and classroom teachers. The book will also be an important addition to any scholarly library focusing on science education, science literacy, and writing. This book is unique in that it synthesizes the research of the three leading researchers in the field of writing to learn science: Carolyn S. Wallace, Brian Hand, and Vaughan Prain. It includes a comprehensive review of salient literature in the field, detailed reports of the authors' own research studies, and current and future issues on writing in science. The...
This volume is of interest to science educators, graduate students, and classroom teachers. The book will also be an important addition to any scholar...
School science is dominated by textbook-oriented approaches to teaching and learning. Some surveys reveal that students have to read, depending on academic level, between ten and thirty-six pages per week from their textbook. One therefore has to ask, To what degree do textbooks introduce students to the literary practices of their domain? Few studies have addressed the quality of science curriculum materials, particularly textbooks, from a critical perspective. In this light, we are concerned in this book with better understanding the reading and interpretation practices related to visual...
School science is dominated by textbook-oriented approaches to teaching and learning. Some surveys reveal that students have to read, depending on ...
Fairness and Fear ? I was startled at the subtitle of the book when I first heard it Our series has some imaginative titles but none so evocative as this one. But fear and fairness capture much of teacher thinking about assessment. Indeed, teachers struggle to be fair with students, certainly c- cerned (and often fearful) of failures to be fair, and repercussions that teachers can face as a result. Then there is the fearful enterprise of imposed assessment regimes that many teachers face. Dr. Yung s book allows us to hear from the teachers on these concerns ? this is no top-down policy...
Fairness and Fear ? I was startled at the subtitle of the book when I first heard it Our series has some imaginative titles but none so evocative as ...
