Kategoria BISAC: Science >> Study & Teaching

This book encapsulates a line of research that looks at how students are positioned as ethical actors/decision makers in biology education by science policy, curriculum, and classroom resources. Its basis comes from a textbook study that examined how biology texts work to constitute subjectivities related to neoliberalism and global capitalism, sex/gender and sexuality, and ethics. The study found that textbook discourses set limits on a) the types of ethical concerns represented b) the modes of ethical engagement c) the dispositions necessary to engage in ethical action or...

Argumentation arriving at conclusions on a topic through a process of logical reasoning that includes debate and persuasion has in recent years emerged as a central topic of discussion among science educators and researchers. There is now a firm and general belief that fostering argumentation in learning activities can develop students critical thinking and reasoning skills, and that dialogic and collaborative inquiries are key precursors to an engagement in scientific argumentation. It is also reckoned that argumentation helps students assimilate knowledge and generate complex meaning....

This thoroughly updated and revised follow-up to the popular text "Lessons for a Scientific Literature Review: Guiding the Inquiry" is designed for pre-collegiate and early collegiate educators in the sciences, high school and college librarians, curriculum directors and common core supervisors, school district leaders, and principals. The book provides step-by-step guidance on instructing students how to perform the necessary research and successfully integrate newly acquired information into a high-quality final product.

In addition, you'll find an emphasis on using quantitative...

Why is metacognition gaining recognition, both in education generally and in science learning in particular? What does metacognition contribute to the theory and practice of science learning?

"Metacognition in Science Education" discusses emerging topics at the intersection of metacognition with the teaching and learning of science concepts, and with higher order thinking more generally. The book provides readers with a background on metacognition and analyses the latest developments in the field. It also gives an account of best-practice methodology.

Expanding on the theoretical...