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Author: Jan H. van Driel
Publisher: BRILL
Published: 2021-11-29
Total Pages: 341
ISBN-13: 9004505458
DOWNLOAD EBOOKJan van Driel presents an overview of his research on the professional knowledge that science teachers develop and enact in their teaching to promote student understanding and engagement in science.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
Published: 2016-01-15
Total Pages: 257
ISBN-13: 0309380189
DOWNLOAD EBOOKCurrently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science.
Author: J. John Loughran
Publisher: BRILL
Published: 2006-01-01
Total Pages: 238
ISBN-13: 9087903650
DOWNLOAD EBOOKThere has been a growing interest in the notion of a scholarship of teaching. Such scholarship is displayed through a teacher’s grasp of, and response to, the relationships between knowledge of content, teaching and learning in ways that attest to practice as being complex and interwoven. Yet attempting to capture teachers’ professional knowledge is difficult because the critical links between practice and knowledge, for many teachers, is tacit. Pedagogical Content Knowledge (PCK) offers one way of capturing, articulating and portraying an aspect of the scholarship of teaching and, in this case, the scholarship of science teaching. The research underpinning the approach developed by Loughran, Berry and Mulhall offers access to the development of the professional knowledge of science teaching in a form that offers new ways of sharing and disseminating this knowledge. Through this Resource Folio approach (comprising CoRe and PaP-eRs) a recognition of the value of the specialist knowledge and skills of science teaching is not only highlighted, but also enhanced. The CoRe and PaP-eRs methodology offers an exciting new way of capturing and portraying science teachers’ pedagogical content knowledge so that it might be better understood and valued within the profession. This book is a concrete example of the nature of scholarship in science teaching that is meaningful, useful and immediately applicable in the work of all science teachers (preservice, in-service and science teacher educators). It is an excellent resource for science teachers as well as a guiding text for teacher education.
Author: Mark Windschitl
Publisher: Harvard Education Press
Published: 2020-08-05
Total Pages: 455
ISBN-13: 1682531643
DOWNLOAD EBOOK2018 Outstanding Academic Title, Choice Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented. The book is organized around four sets of core teaching practices: planning for engagement with big ideas; eliciting student thinking; supporting changes in students’ thinking; and drawing together evidence-based explanations. Discussion of each practice includes tools and routines that teachers can use to support students’ participation, transcripts of actual student-teacher dialogue and descriptions of teachers’ thinking as it unfolds, and examples of student work. The book also provides explicit guidance for “opportunity to learn” strategies that can help scaffold the participation of diverse students. Since the success of these practices depends so heavily on discourse among students, Ambitious Science Teaching includes chapters on productive classroom talk. Science-specific skills such as modeling and scientific argument are also covered. Drawing on the emerging research on core teaching practices and their extensive work with preservice and in-service teachers, Ambitious Science Teaching presents a coherent and aligned set of resources for educators striving to meet the considerable challenges that have been set for them.
Author: Julie Gess-Newsome
Publisher: Springer Science & Business Media
Published: 2006-04-11
Total Pages: 310
ISBN-13: 0306472171
DOWNLOAD EBOOKThis ambitious text is the first of its kind to summarize the theory, research, and practice related to pedagogical content knowledge. The audience is provided with a functional understanding of the basic tenets of the construct as well as its applications to research on science teacher education and the development of science teacher education programs.
Author: Shamin Padalkar
Publisher: Taylor & Francis
Published: 2022-07-26
Total Pages: 172
ISBN-13: 1000591735
DOWNLOAD EBOOKThe book presents key perspectives on teaching and learning science in India. It offers adaptive expertise to teachers and educators through a pedagogic content knowledge (PCK) approach. Using cases and episodes from Indian science classrooms to contextualise ideas and practices, the volume discusses the nature of science, and aspects of assessments and evaluations for both process skills and conceptual understanding of the subject. It examines the significance of science education at school level and focuses on meaningful learning and development of scientific and technological aptitude. The chapters deal with topics from physics, chemistry and biology at the middle- and secondary-school levels, and are designed to equip student-teachers with theoretical and practical knowledge abilities about science, science learning and the abilities to teach these topics along with teaching. The book draws extensively from research on science education and teacher education and shifts away from knowledge transmission to the active process of constructivist teaching-learning practices. The authors use illustrative examples to highlight flexible planning for inclusive classrooms. Based on studies on cognitive and developmental psychology, pedagogical content knowledge of science, socio-cultural approaches to learning science, and the history and philosophy of science, the book promotes an understanding of science characterized by empirical criteria, logical arguments and sceptical reviews. With its accessible style, examples, exercises and additional references, it will be useful for students and teachers of science, science educators, BEd and MEd programmes for education, secondary and higher secondary school teachers, curriculum designers and developers of science. It will interest research institutes, non-governmental organisations, professionals and public and private sector bodies involved in science outreach, science education and teaching and learning practices.
Author: Olia E. Tsivitanidou
Publisher: Springer
Published: 2018-09-03
Total Pages: 277
ISBN-13: 3319914065
DOWNLOAD EBOOKThis book examines the implementation of inquiry-based approaches in science teaching and learning. It explores the ways that those approaches could be promoted across various contexts in Europe through initial teacher preparation, induction programmes and professional development activities. It illustrates connections between scientific knowledge deriving from the science education research community, teaching practices deriving from the science teachers’ community, and educational innovation. Inquiry-Based Science Teaching and Learning (IBST/L) has been promoted as a policy response to pressing educational challenges, including disengagement from science learning and the need for citizens to be in a position to evaluate evidence on pressing socio-scientific issues. Effective IBST/L requires well-prepared and skilful teachers, who can act as facilitators of student learning and who are able to adapt inquiry-based activity sequences to their everyday teaching practice. Teachers also need to engage creatively with the process of nurturing student abilities and to acquire new assessment competences. The task of preparing teachers for IBST/L is a challenging one. This book is a resource for the implementation of inquiry-oriented approaches in science education and illustrates ways of promoting IBST/L through initial teacher preparation, induction and professional development programmes.
Author: Hamsa Venkat
Publisher: Routledge
Published: 2014-05-09
Total Pages: 236
ISBN-13: 1134683642
DOWNLOAD EBOOKGlobally, mathematics and science education faces three crucial challenges: an increasing need for mathematics and science graduates; a declining enrolment of school graduates into university studies in these disciplines; and the varying quality of school teaching in these areas. Alongside these challenges, internationally more and more non-specialists are teaching mathematics and science at both primary and secondary levels, and research evidence has revealed how gaps and limitations in teachers’ content understandings can lead to classroom practices that present barriers to students’ learning. This book addresses these issues by investigating how teachers’ content knowledge interacts with their pedagogies across diverse contexts and perspectives. This knowledge-practice nexus is examined across mathematics and science teaching, traversing schooling phases and countries, with an emphasis on contexts of disadvantage. These features push the boundaries of research into teachers’ content knowledge. The book’s combination of mathematics and science enriches each discipline for the reader, and contributes to our understandings of student attainment by examining the nature of specialised content knowledge needed for competent teaching within and across the two domains. Exploring Mathematics and Science Teachers’ Knowledge will be key reading for researchers, doctoral students and postgraduates with a focus on Mathematics, Science and teacher knowledge research.
Author: National Research Council
Publisher: National Academies Press
Published: 2015-03-27
Total Pages: 190
ISBN-13: 0309305152
DOWNLOAD EBOOKA Framework for K-12 Science Education and Next Generation Science Standards (NGSS) describe a new vision for science learning and teaching that is catalyzing improvements in science classrooms across the United States. Achieving this new vision will require time, resources, and ongoing commitment from state, district, and school leaders, as well as classroom teachers. Successful implementation of the NGSS will ensure that all K-12 students have high-quality opportunities to learn science. Guide to Implementing the Next Generation Science Standards provides guidance to district and school leaders and teachers charged with developing a plan and implementing the NGSS as they change their curriculum, instruction, professional learning, policies, and assessment to align with the new standards. For each of these elements, this report lays out recommendations for action around key issues and cautions about potential pitfalls. Coordinating changes in these aspects of the education system is challenging. As a foundation for that process, Guide to Implementing the Next Generation Science Standards identifies some overarching principles that should guide the planning and implementation process. The new standards present a vision of science and engineering learning designed to bring these subjects alive for all students, emphasizing the satisfaction of pursuing compelling questions and the joy of discovery and invention. Achieving this vision in all science classrooms will be a major undertaking and will require changes to many aspects of science education. Guide to Implementing the Next Generation Science Standards will be a valuable resource for states, districts, and schools charged with planning and implementing changes, to help them achieve the goal of teaching science for the 21st century.
Author: National Research Council
Publisher: National Academies Press
Published: 2007-04-16
Total Pages: 404
ISBN-13: 0309133831
DOWNLOAD EBOOKWhat is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, Taking Science to School provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of questions, this book provides a basic foundation for guiding science teaching and supporting students in their learning. Taking Science to School answers such questions as: When do children begin to learn about science? Are there critical stages in a child's development of such scientific concepts as mass or animate objects? What role does nonschool learning play in children's knowledge of science? How can science education capitalize on children's natural curiosity? What are the best tasks for books, lectures, and hands-on learning? How can teachers be taught to teach science? The book also provides a detailed examination of how we know what we know about children's learning of scienceâ€"about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science educationâ€"teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn.
