Contemporary. Trends. and. Issues. in. Science. Education. VOLUME 38 SERIES EDITOR Dana Zeidler, University of South Florida, Tampa, USA FOUNDING EDITOR Ken Tobin, City University of New York, USA EDITORIAL BOARD Fouad Abd El Khalick, ...
Author: David Heywood
Publisher: Springer Science & Business Media
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 learning in coming to a professional understanding of how to teach science concepts to young children. To do so, they analyzed trainee and practising teachers’ responses to engaging with difficult ideas when learning science in higher education settings. The text demonstrates how professional insight emerges as teachers identify the elements that supported their understanding during their own learning. In this paradigm, professional awareness derives from the practitioner interrogating their own learning and identifying implications for their teaching of science. The book draws on a significant body of critically analysed empirical evidence collated and documented over a five-year period involving large numbers of trainee and practising teachers. It concludes that it is essential to ‘problematize’ subject knowledge, both for learner and teacher. The book’s theoretical perspective draws on the field of cognitive psychology in learning. In particular, the role of metacognition and cognitive conflict in learning are examined and subsequently applied in a range of contexts. The work offers a unique and refreshing approach in addressing the important professional dimension of supporting teacher understanding of pedagogy and critically examines assumptions in contemporary debates about constructivism in science education.
The role of analogies in learning, The Pedagogy of Physical Science. Contemporary Trends and Issues in Science Education, Vol. 38, pp. 39–64 Houlsby, G.T. 1991. How the dilatancy of soils affects their behaviour,Proceedings of the 10th ...
Author: Bryan McCabe
Publisher: CRC Press
This book comprises the proceedings of the international conference Shaking the Foundations of Geo-engineering Education (NUI Galway, Ireland, 4-6 July 2012), a major initiative of the International Society of Soil Mechanics and Geotechnical Engineering (ISSMGE) Technical Committee (TC306) on Geo-engineering Education. SFGE 2012 has been carefully
The Pedagogy of Physical Science, Contemporary Trends and Issues in Science Education vol 38. Dordrecht: Springer. Hume, D. 1777. An Enquiry concerning Human Understanding. URL= <http://www.davidhume.org/texts/ehu> Accessed 2011-11-24.
Author: David Dunér
Publisher: Cambridge Scholars Publishing
Human beings have wondered about the stars since the dawn of the species. Does life exist out there – intelligent life, even – or are we alone? The quest for life in the universe touches on fundamental hopes and fears. It touches on the essence of what it means to formulate a theory, grasp a concept, and have an imagination. This book traces the history of the science of this area and the development of new schools in philosophy. Its essays seek to establish the history and philosophy of astrobiology as research fields in their own right by addressing cognitive, linguistic, epistemological, ethical, cultural, societal, and historical perspectives on astrobiology. The book is divided into three sections. The first (Cognition) focuses on the human mind and what it contributes to the search for life. It explores the emergence and evolution of terrestrial life and cognition and the challenges humans face as they reach to the stars. The essays raise philosophical questions, pose ethical dilemmas, and offer a variety of approaches, including one from cognitive zoology, in formulating a theory of the universal principles of intelligence, the limits of human conceptual abilities, and the human mind’s encounter with the unknown. The second section (Communication) examines the linguistic and semiotic requirements for interstellar communication. What is needed for successful communication? Are there universal rules for success? What are the possible features – and limitations – of exolanguages? What is required for recognizing a message as a message? The third section (Culture) considers cultural and societal issues. It explores astrobiology’s organization as a scientific discipline, its responsibilities to the public sphere, and its theological implications. It reviews the historically important panspermia hypothesis, along with the popularization of astrobiology and its ongoing institutionalisation. Through addressing these questions, we take our first steps in exploring the immense terra incognita of extraterrestrial life and the human mind.
TRENDS OF MODERN SCIENCE AND PRACTICE The introduction of health technologies in the educational process is provided by ... Therefore, the problem of healthcare should be considered as one of the problems of pedagogical technologies.
Publisher: International Science Group
Proceedings of the V International Scientific and Practical Conference
GoRE, J. (1990) 'Pedagogy as text in physical education teacher education: Beyond the preferred reading in KIRK, ... Education, Curriculum and Culture: Critical Issues in the Contemporary Crisis, Lewes, Falmer Press, pp. 101–38.
Author: Andrew Sparkes
The text aims to provide an in-depth exploration of a range of traditions that are beginning to reshape the nature of research in physical education and the sports sciences. The chapters are all original contributions by leading scholars that bring together new data from a variety of research approaches. Each offers its own specific challenge to the orthodoxy that has dominated the field. A range of traditions are considered by the contributors who provide specific examples from their own work that include phenomenology, ethnography, life histories, discourse analysis, feminist research, curriculum history and action research. These cases are highlight for the reader the basic assumption of each approach, the significance of the understanding they develop, and their potential for the future development of research in physical education and sport. The forms of analysis provided should be of interest to a wider audience, such as students of education and the social sciences. It is aimed at physical education researchers, BEd, MEd, BSc, MSc courses on physical education and sport and teachers of sports science.
[Individualizing physical education in a heterogeneous preschool group]', Liikunta & Tiede [Sport and Science], ... [Physical activity of Finnish youth: A review on current status, trends and predictions]', LiikuntajaTiede [Sport and ...
Author: Kathleen Armour
Pedagogical Cases in Physical Education and Youth Sport is a completely new kind of resource for students and practitioners working in physical education or youth sport. The book consists of 20 richly described cases of individual young learners, each written by a team of authors with diverse expertise from across the sport, exercise and movement sciences. These cases bring together knowledge from single sub-disciplines into new interdisciplinary knowledge to inform best practice in physical education, teaching and coaching in youth sport settings. At the heart of each case is an individual young person of a specified age and gender, with a range of physical, social and psychological characteristics. Drawing on current research, theory and empirical data from their own specialist discipline, each chapter author identifies the key factors they feel should be taken into account when attempting to teach or coach the young person described. These strands are then drawn together at the end of each chapter and linked to current research from the sport pedagogy literature, to highlight the implications for planning and evaluating teaching or coaching sessions. No other book offers such a rich, vivid and thought-provoking set of pedagogical tools for understanding and working with children and young people in sport. This is an essential resource for any student on a physical education, coaching, kinesiology or sport science course, and for any teacher, coach or instructor working in physical education or youth sport.
K-12 online learning: A 2008 follow-up of the survey of U.S. school district administrators. ... From being to becoming: time and complexity in the physical sciences. ... Trends and issues in instructional design (2nd ed.).
Author: Hartshorne, Richard
Publisher: IGI Global
While online learning has become pervasive in many fields in higher education, it has been adopted somewhat slower in teacher education. In addition, more research is needed to empirically evaluate the effectiveness of online education in teacher preparation. Teacher Education Programs and Online Learning Tools: Innovations in Teacher Preparation presents information about current online practices and research in teacher education programs, and explores the opportunities, methods, and issues surrounding technologically innovative opportunities in teacher preparation. It presents empirical evidence of teacher candidate learning and assessment in the context of various online aspects of teacher licensure.
Afrocentricity: A cornerstone of pedagogy. ... Classroom interaction in physics lessons, relative to students' sex. ... Integrating western and indigenous knowledge systems: The basis for effective science education in South Africa?
Author: Heila Lotz-Sisitka
This book considers the scope and dynamics of Education for Sustainable Development (ESD) and learning in schools in Africa. It explores the conditions and processes that support such learning, and examines how ESD in schooling can improve the quality and relevance of education. The quality of education has been defined internationally as a key concern for educational institutions around the world, including schools in Africa. The models of quality are often limited to performance-based approaches and/or inclusive approaches. The contributions in this book show that there is more to a discussion on educational quality in Africa than performance success and/or inclusion. The chapters explain how ESD brings a new relevance to education in Africa, and at the same time, sounds the beginning of a new concept of quality education. The volume presents a collection of experiences in creating and supporting quality learning processes through a variety of ESD practices.