Geelan / Nichols / McDonald Complexity and Simplicity in Science Education

1. Auflage 2021
ISBN: 978-3-030-79084-4
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 218 Seiten, eBook

Reihe: Education (R0)

This edited volume brings together a broad range of international science education studies, focusing on the interplay of teaching and learning science. It recognizes the complexity present in today’s education, associated with major science related issues faced by society, such as climate change, diseases and pandemics, global conflicts over energy, food and water.

The studies discussed in this volume are focused on presenting different opportunities to teach these convoluted matters in order to find simplicity within the complexity and make it accessible to learners. They bring together the challenges of preparing the students of today to become scientifically informed citizens of tomorrow.

Zielgruppe

Research

Autoren/Hrsg.

Geelan, David

Nichols, Kim

McDonald, Christine V.

Inhaltsverzeichnis

Using Cogenerative Dialogue to Achieve Solidarity Towards Change for Physics Students in Madrasah - Mohamed Faizal Badron, Tang Wee Teo, Aik Ling Tan

The Coastal Community as Context for Culture-Based Science Literacy: Framework For Community-Based Learning- Harold Buenvenida

Teacher Retention; Supporting Early-Career Science Teachers to Stay in the Teaching Profession- MerrynDawborn-Gundlach

Nature and Technology as Dimensions of Science Teaching- Mareike Frevert, David-Samuel Di Fuccia

Power to the People: The Simplicity of Solar- Lee Hally, RosaleenColless, Fran Quinn

Learning to Teach Out-Of-Field Is Like Re-Inflating A Deflated Football- Linda Hobbs, Frances Quinn, Coral Campbell, Terry Lyons, Christopher Speldewinde, Rob Whannell, 

Colleen Vale, Russell Tytler

Addressing Issues in Teaching Electricity to Year 6 Primary Students Using Representational Pedagogies - Peter Hubber, Christine Preston

Characterising Pre-Service Science Teachers' Noticing of Different Forms of Evidence of Student Ideas - Sze Him Lam, Kam Ho Chan

Victorian Teachers of Psychology Views: Connecting With the Victorian and Australian Science Curricula Via Teaching Of Psychology Concepts With Science Practices.- Karen Marangio, Deborah Corrigan, Debra Panizzon

Science Education in Canada: A Meso Level Perspective- Todd Milford, Christine Tippett

Student and Teacher Perceptions of the Effectiveness Of Vocabulary Strategies Taught in A Secondary Science Classroom - Chris Nielsen

Edgar Fahs Smith (1854-1928), Chemical Researcher, Administrator, Educator, and Student of Chemistry’s History.- William Palmer

Using Collaborative Inquiry Projects to Enhance Students’ Self-Efficacy and Self-Concept in Science: Patterns and Surprises in the Data - Debra Panizzon, Bruce White, Katrina Elliott, Alex Semmens

Thinking Tools – Representations in Primary Science and Mathematics- Chris Preston, Jenni Way, Eleni Smyrnis

Two Tools to Promote Deeper Understanding in Science - Mary Rafter

How Do Out-Of-Field Geoscience Teachers Negotiate the Victorian Curriculum?- Emily Rochette, Christine Redman, Paul Chandler

Using Dramatic Inquiry Conventions to Support Science Learning, Scientific Literacy and Literacy - Dr Carrie Swanson

Learning Trajectory of a Science Undergraduate Working as an Intern in A Research Laboratory - Cassander Tan, Aik Ling Tan

‘Torn at the Genes’ – A Steam Approach to Teaching Year 10 Genetics Using Ethical Dilemma Story Pedagogy (EDSP) - Elisabeth Taylor, John Werth, Peter Charles Taylor

Über Autor(innen)

David Geelan has taught secondary school science in several Australian states and been a science teacher educator in Papua New Guinea, Canada and Australia. He is President of the Australasian Science Education Research Association (ASERA) and a former Editor of Research In Science Education (RISE). David's research interests include qualitative research methods in education, educational technology and the ways in which teachers explain scientific concepts to students.
Kim Nichols is currently an Associate Professor of science education at the University of Queensland School of Education and co-editor of Research in Science Education. Drawing on her past experiences as a National Health and Medical Research Centre funded scientist at Flinders University Centre for Neurosciences and Adelaide University Medical School, her research focuses on making the complexities of science accessible to learners through inquiry-based representational practices and collaborative reasoning. Kim’s expertise has been commissioned by the Queensland Department of Education to develop online learning modules for teachers on inquiry and representational practices in science and to work with schools in their Advancing Science Technology Engineering and Mathematics (STEM) in Primary Schools initiative. Kim currently leads an Australian Research Council funded collaborative project in partnership with the Queensland Department of Education, Queensland Museum Network, Shell QGC and Queensland regional schools to develop a multi-systemically resilient model of community-based STEM professional learning for teachers.
Christine McDonald’s research primarily focuses on how the nature of science is conceptualised by teachers and students, and represented in science education curriculum materials. She has also recently led the Australian leg of a large-scale, international study investigating students’ views of scientific inquiry, and her commissioned review of best practice in Science, Technology, Engineering and Mathematics (STEM) education underpinned the development of the Queensland Department of Education STEM Strategy. She is a past Director of the Australasian Science Education Research Association, and is currently an Associate Editor of the Journal of Research in Science Teaching (USA).