Successful Science Education Practices : Exploring What, Why and How They Worked.

By: Redman, ChristineSeries: Education in a Competitive and Globalizing WorldPublisher: New York : Nova Science Publishers, Incorporated, 2012Copyright date: ©2013Description: 1 online resource (322 pages)Content type: text Media type: computer Carrier type: online resourceISBN: 9781622573974Subject(s): Science -- Study and teaching (Elementary) -- AustraliaGenre/Form: Electronic books. Additional physical formats: Print version:: Successful Science Education Practices : Exploring What, Why and How They WorkedDDC classification: 372.35/0440994 LOC classification: LB1585.5.A8 -- S83 2013ebOnline resources: Click to View
Contents:
Intro -- SUCCESSFUL SCIENCE EDUCATION PRACTICES: EXPLORING WHAT, WHY AND HOW THEY WORKED -- SUCCESSFUL SCIENCE EDUCATION PRACTICES: EXPLORING WHAT, WHY AND HOW THEY WORKED -- LIBRARY OF CONGRESS CATALOGING-IN-PUBLICATION DATA -- CONTENTS -- FOREWORD -- CHAPTER OUTLINES -- SUMMARY -- Chapter 1: TEACHERS' FEEDBACK TO STUDENTS -- ABSTRACT -- INTRODUCTION -- 1) Unifying Ideas -- SOURCES OF COMMON MISUNDERSTANDINGSIN SCIENCE AND TEACHER RESPONSES -- I. Misunderstandings Relating to Conflict between "Real World"Observations and Scientific Explanation -- II. Misconceptions Simply Due to an Incorrect Explanation, Often BecauseInsufficient Experiential Evidence Is Available to Support the ScientificallyCorrect Explanation -- 2. CORRECTING ERRORS AND MISCONCEPTIONS -- FEEDBACK IN LABORATORY AND FIELDWORK SITUATIONS -- 3. RELATED RESEARCH -- CONCLUSION -- REFERENCES -- Chapter 2: PLANNING FOR SCIENCE LEARNINGUSING THE 5E‟S: INCORPORATING ICTWITH PURPOSE AND CONFIDENCE -- ABSTRACT -- INTRODUCTION -- SCIENTIFIC LITERACY AND THE ROLE OF CONVERSATION -- FRAMING THE WORK OF A SCIENCE EDUCATOR USING ICT -- BACKGROUND IMPERATIVES UNDERPINNINGTHIS APPROACH FOR SCIENCE EDUCATION -- THE CONTRIBUTIONS OF INFORMATIONCOMMUNICATION TECHNOLOGIES (ICT) -- EFFECTIVE SCIENCE TEACHING WITH ICT -- OUR VALUES AND EXPERIENCESINFLUENCE THE APPROACHES WE CHOOSE -- ICT PRACTICES IN USE FOR SCIENCE EDUCATION -- SOUND PEDAGOGICAL APPROACHESEMBEDDED INTO THE TEACHING -- A WAY TO SCAFFOLD LEARNING ANDINCORPORATE ICT FOR EFFECTIVE LEARNING -- UNPACKING EACH OF THE 5 PHASES OF THE 5E‟S -ENGAGE, EXPLORE, EXPLAIN, ELABORATE AND EVALUATE -- SCIENCE EDUCATION LEADS TOSCIENTIFICALLY LITERATE RESULTS -- THE IMPORTANCE OF LANGUAGEAND THE MEANINGS OF SCIENCE -- QUALITY SCIENCE EDUCATION REQUIRES QUALITYAND ACTIVE SCIENCE LEARNING - WHAT DOESACTIVE ENGAGEMENT MEAN FOR THE LEARNER?.
THE CONTRIBUTION OF ICT TOOLS -- STAGING THE SEQUENCE OF LEARNING -- CONCLUSION -- REFERENCES -- Chapter 3: WHAT CAN WE LEARN FROM CHINESE AND AUSTRALIAN PRIMARY SCHOOLSTUDENTS‟ PERCEPTIONS OF SCIENTISTSAND SCIENCE LEARNING -- ABSTRACT -- INTRODUCTION -- LITERATURE REVIEW -- SCIENCE EDUCATION IN CHINA AND AUSTRALIA -- STUDENTS‟ PERCEPTIONS OF SCIENTISTS AND SCIENCE -- RESEARCH QUESTIONS -- METHODOLOGY -- FINDINGS -- AUSTRALIAN STUDENTS‟ DRAWINGS -- PART B. FINDINGS FROM THE INTERVIEWS -- INTERVIEWS WITH THE CHINESE STUDENTS -- INTERVIEWS WITH THE AUSTRALIAN STUDENTS -- DISCUSSION -- CHINESE AND AUSTRALIAN STUDENTS‟ IMAGES OF SCIENTISTS -- CHINESE AND AUSTRALIAN STUDENTS‟PERCEPTIONS OF SCIENCE AND SCIENCE LEARNING -- PART B. RESEARCH QUESTION 2 -- CONCLUSION -- APPENDICES -- REFERENCES -- Chapter 4: TALK ABOUT SMALL: CONVERSATIONS WITH YOUNG CHILDREN AT PLAYWITH MOLECULE SIMULATIONS -- ABSTRACT -- INTRODUCTION -- WHAT ARE „EVERYDAY MOLECULES‟? -- WHY THIS STUDY? WHY NOW? -- THE STUDY -- RESULTS -- DISCUSSION -- CONCLUSION -- REFERENCES -- Chapter 5: DEVELOPING A MORE CRITICAL APPROACHTO THE TEACHING OF ENVIRONMENTAL EDUCATION -- ABSTRACT -- INTRODUCTION -- FROM TEACHING TO RESEARCHING -- AN OVERVIEW OF MODERN EDUCATION IN IRAN -- NOVIN SCHOOL -- AIMS AND METHODOLOGY OF THE STUDY -- ANALYSIS AND FINDINGS -- CLOSING THE "RHETORIC-REALITY GAP" -- CONCLUSION -- REFERENCES -- Chapter 6: DO YOU GET MY DRIFT? THE IMPORTANT INFLUENCE OF PERSONAL PRACTICALKNOWLEDGE ON ICT USE IN TEACHING -- ABSTRACT -- INTRODUCTION -- TWO TEACHERS, ONE SCHOOL -- HOWARD‟S PEDAGOGY -- ARLENE‟S PEDAGOGY -- DISCUSSION -- CONCLUSION -- REFERENCES -- Chapter 7: THE ROLE OF DEMONSTRATIONS IN SUCCESSFULSCIENCE PRACTICES: THE PROMOTIONOF CHEMISTRY IN SCHOOL PROJECTS -- ABSTRACT -- INTRODUCTION -- A BRIEF HISTORY OF DEMONSRATIONSIN SCIENCE AND EDUCATION.
TEACHING CHEMISTRY AND THE ROLEOF THE LECTURE DEMONSTRATION -- USING LECTURE DEMONSTRATION AND „MAGIC‟ IN SCIENCE! -- PRODUCING A CHEMICAL MAGIC SHOW -- SAFETY CONCERNS ASSOCIATED WITH CHEMICALDEMONSTRATIONS -- THE PROMOTION OF CHEMISTRY IN SCHOOL PROJECTS:A CASE STUDY -- CONCLUSION -- REFERENCES -- Chapter 8: SPACE SCIENCE FOR TEACHERS -- ABSTRACT -- INTRODUCTION -- ACTIVITY HIGHLIGHTS -- NATURE OF SCIENCE -- ASSESSMENT -- CONCLUSION -- REFERENCES -- Chapter 9: TEACHING NEWTON‟S THIRD LAW -- ABSTRACT -- INTRODUCTION -- FINDINGS FROM STUDENTS‟ RESPONSES -- TEACHERS‟ RESPONSES AND THEIR CURRENT TEACHINGSTYLES FOR TOPIC FORCES AND NEWTON‟S THIRD LAW -- REVIEW OF LITERATURE ON TEACHING IMPLICATIONSABOUT FORCES AND NEWTON‟S THIRD LAW -- SUGGESTED ALTERNATIVE APPROACHES TO TEACHING FORCESAND THE THIRD LAW -- REFERENCES -- Chapter 10: USING MODELS IN TEACHINGAND LEARNING SCIENCE -- ABSTRACT -- INTRODUCTION -- WHAT IS A MODEL? -- TYPES OF MODELS -- STUDENTS‟ PERCEPTIONS OF MODELS -- TEACHERS PERCEPTIONS OF MODELS -- WHAT IS MODELLING ABILITY? -- MODELS AND THE NATURE OF SCIENCE -- MODELS IN THE PROCESS OF SCIENCE -- MODELS IN THE CURRICULUM -- THE ROLES OF MODELS -- WHY USE MODELS? -- TEACHING WITH MODELS APPROACH -- PEDAGOGICAL CONTENT KNOWLEDGE OF MODELSAND MODELLING IN SCIENCE -- DIGITAL TEACHING MODELS -- CONCLUSION -- REFERENCES -- Chapter 11: DOT DRAWING IN SCIENCE EDUCATION:MAKING LEARNING VISIBLE -- ABSTRACT -- INTRODUCTION -- THE MATERIAL DIMENSION -- THE DOT IN ART -- THE DOT IN SCIENCE -- USING DOTS TO DRAW -- ANIMATING THE DOT -- CONSTRUCTING STORIES IN TIME -- DISCUSSION -- CONCLUSION -- REFERENCES -- Chapter 12: ICT AND EFFECTIVE PRACTICES IN SCIENCEEDUCATION: LESSONS LEARNEDAND FUTURE DIRECTIONS -- ABSTRACT -- INTRODUCTION -- CURRENT ICT PRACTICE IN SCIENCE EDUCATION:A SELECTION OF INDICATIVE STUDIES.
ICT TEST BED: INNOVATION AND CHANGEIN PRIMARY AND SECONDARY EDUCATION -- CONCLUSION -- REFERENCES -- Chapter 13: THE COLLABORATIVE SCIENCE CLASSROOM:ICT-BASED APPROACHES -- ABSTRACT -- INTRODUCTION -- COLLABORATIVE PRACTICES -- THEORETICAL TOUCHSTONES -- IDEAS FOR COLLABORATION USING ICT -- CONCLUSION -- REFERENCES -- Chapter 14: THE SOCIAL, CULTURAL AND AFFECTIVEFACTORS THAT SUPPORT GOODPRACTICES WITH NEW TECHNOLOGIES -- ABSTRACT -- INTRODUCTION -- FOUR TEACHERS REFLECT ON NEW TECHNOLOGIESIN THEIR PRIMARY SCIENCE CLASSROOM -- UNDERSTANDING THE PRACTICAL USE OF NEW TECHNOLOGIESWHEN WORKING WITH MODELS IN SCIENCE EDUCATION -- THE APPROACH USED TO BETTER UNDERSTANDTEACHER‟S PRACTICES -- FINE-GRAINED ANALYSIS OF THE CONVERSATIONWITH POSITIONING THEORY -- MEETING THE FOUR TEACHERS AND UNDERSTANDINGTHEIR PERCEPTIONS OF THE TECHNOLOGIES -- DISCUSSION -- CONCLUSION -- REFERENCES -- Chapter 15: TEACHERS‟ SECRET STORIES:USING CONVERSATIONS TO DISCLOSEINDIVIDUAL AND TEAM STORIES OF PLANNING -- ABSTRACT -- INTRODUCTION -- LENSES FOR ANALYSIS -- COVER STORY OF SCHOOL A -- SECRET STORY OF SCHOOL A -- USING POSITIONING THEORY TO ANALYSE A GROUP INTERVIEW -- REAL TEACHER‟S STORY 1: JANE -- REAL TEACHER‟S STORY 2: MAX -- REAL TEACHER‟S STORY 3: JASMINE -- CONCLUSION -- REFERENCES -- APPENDICES -- APPENDIX A: INTERVIEW TOPICS (ENGLISH AND CHINESE) -- APPENDIX B: ADAPTED DRAW-A-SCIENTIST CHECKLIST (DAST-C) -- APPENDIX C: EXCERPT FROM THE TABLE OF CONTENTS OF THESEMESTER 2, YEAR 2 CHINESE LANGUAGE TEXTBOOK -- APPENDIX D: EXCERPT FROM THE TABLE OF CONTENTS OF THESEMESTER 2, YEAR 5 CHINESE LANGUAGE TEXTBOOK -- INDEX.
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Intro -- SUCCESSFUL SCIENCE EDUCATION PRACTICES: EXPLORING WHAT, WHY AND HOW THEY WORKED -- SUCCESSFUL SCIENCE EDUCATION PRACTICES: EXPLORING WHAT, WHY AND HOW THEY WORKED -- LIBRARY OF CONGRESS CATALOGING-IN-PUBLICATION DATA -- CONTENTS -- FOREWORD -- CHAPTER OUTLINES -- SUMMARY -- Chapter 1: TEACHERS' FEEDBACK TO STUDENTS -- ABSTRACT -- INTRODUCTION -- 1) Unifying Ideas -- SOURCES OF COMMON MISUNDERSTANDINGSIN SCIENCE AND TEACHER RESPONSES -- I. Misunderstandings Relating to Conflict between "Real World"Observations and Scientific Explanation -- II. Misconceptions Simply Due to an Incorrect Explanation, Often BecauseInsufficient Experiential Evidence Is Available to Support the ScientificallyCorrect Explanation -- 2. CORRECTING ERRORS AND MISCONCEPTIONS -- FEEDBACK IN LABORATORY AND FIELDWORK SITUATIONS -- 3. RELATED RESEARCH -- CONCLUSION -- REFERENCES -- Chapter 2: PLANNING FOR SCIENCE LEARNINGUSING THE 5E‟S: INCORPORATING ICTWITH PURPOSE AND CONFIDENCE -- ABSTRACT -- INTRODUCTION -- SCIENTIFIC LITERACY AND THE ROLE OF CONVERSATION -- FRAMING THE WORK OF A SCIENCE EDUCATOR USING ICT -- BACKGROUND IMPERATIVES UNDERPINNINGTHIS APPROACH FOR SCIENCE EDUCATION -- THE CONTRIBUTIONS OF INFORMATIONCOMMUNICATION TECHNOLOGIES (ICT) -- EFFECTIVE SCIENCE TEACHING WITH ICT -- OUR VALUES AND EXPERIENCESINFLUENCE THE APPROACHES WE CHOOSE -- ICT PRACTICES IN USE FOR SCIENCE EDUCATION -- SOUND PEDAGOGICAL APPROACHESEMBEDDED INTO THE TEACHING -- A WAY TO SCAFFOLD LEARNING ANDINCORPORATE ICT FOR EFFECTIVE LEARNING -- UNPACKING EACH OF THE 5 PHASES OF THE 5E‟S -ENGAGE, EXPLORE, EXPLAIN, ELABORATE AND EVALUATE -- SCIENCE EDUCATION LEADS TOSCIENTIFICALLY LITERATE RESULTS -- THE IMPORTANCE OF LANGUAGEAND THE MEANINGS OF SCIENCE -- QUALITY SCIENCE EDUCATION REQUIRES QUALITYAND ACTIVE SCIENCE LEARNING - WHAT DOESACTIVE ENGAGEMENT MEAN FOR THE LEARNER?.

THE CONTRIBUTION OF ICT TOOLS -- STAGING THE SEQUENCE OF LEARNING -- CONCLUSION -- REFERENCES -- Chapter 3: WHAT CAN WE LEARN FROM CHINESE AND AUSTRALIAN PRIMARY SCHOOLSTUDENTS‟ PERCEPTIONS OF SCIENTISTSAND SCIENCE LEARNING -- ABSTRACT -- INTRODUCTION -- LITERATURE REVIEW -- SCIENCE EDUCATION IN CHINA AND AUSTRALIA -- STUDENTS‟ PERCEPTIONS OF SCIENTISTS AND SCIENCE -- RESEARCH QUESTIONS -- METHODOLOGY -- FINDINGS -- AUSTRALIAN STUDENTS‟ DRAWINGS -- PART B. FINDINGS FROM THE INTERVIEWS -- INTERVIEWS WITH THE CHINESE STUDENTS -- INTERVIEWS WITH THE AUSTRALIAN STUDENTS -- DISCUSSION -- CHINESE AND AUSTRALIAN STUDENTS‟ IMAGES OF SCIENTISTS -- CHINESE AND AUSTRALIAN STUDENTS‟PERCEPTIONS OF SCIENCE AND SCIENCE LEARNING -- PART B. RESEARCH QUESTION 2 -- CONCLUSION -- APPENDICES -- REFERENCES -- Chapter 4: TALK ABOUT SMALL: CONVERSATIONS WITH YOUNG CHILDREN AT PLAYWITH MOLECULE SIMULATIONS -- ABSTRACT -- INTRODUCTION -- WHAT ARE „EVERYDAY MOLECULES‟? -- WHY THIS STUDY? WHY NOW? -- THE STUDY -- RESULTS -- DISCUSSION -- CONCLUSION -- REFERENCES -- Chapter 5: DEVELOPING A MORE CRITICAL APPROACHTO THE TEACHING OF ENVIRONMENTAL EDUCATION -- ABSTRACT -- INTRODUCTION -- FROM TEACHING TO RESEARCHING -- AN OVERVIEW OF MODERN EDUCATION IN IRAN -- NOVIN SCHOOL -- AIMS AND METHODOLOGY OF THE STUDY -- ANALYSIS AND FINDINGS -- CLOSING THE "RHETORIC-REALITY GAP" -- CONCLUSION -- REFERENCES -- Chapter 6: DO YOU GET MY DRIFT? THE IMPORTANT INFLUENCE OF PERSONAL PRACTICALKNOWLEDGE ON ICT USE IN TEACHING -- ABSTRACT -- INTRODUCTION -- TWO TEACHERS, ONE SCHOOL -- HOWARD‟S PEDAGOGY -- ARLENE‟S PEDAGOGY -- DISCUSSION -- CONCLUSION -- REFERENCES -- Chapter 7: THE ROLE OF DEMONSTRATIONS IN SUCCESSFULSCIENCE PRACTICES: THE PROMOTIONOF CHEMISTRY IN SCHOOL PROJECTS -- ABSTRACT -- INTRODUCTION -- A BRIEF HISTORY OF DEMONSRATIONSIN SCIENCE AND EDUCATION.

TEACHING CHEMISTRY AND THE ROLEOF THE LECTURE DEMONSTRATION -- USING LECTURE DEMONSTRATION AND „MAGIC‟ IN SCIENCE! -- PRODUCING A CHEMICAL MAGIC SHOW -- SAFETY CONCERNS ASSOCIATED WITH CHEMICALDEMONSTRATIONS -- THE PROMOTION OF CHEMISTRY IN SCHOOL PROJECTS:A CASE STUDY -- CONCLUSION -- REFERENCES -- Chapter 8: SPACE SCIENCE FOR TEACHERS -- ABSTRACT -- INTRODUCTION -- ACTIVITY HIGHLIGHTS -- NATURE OF SCIENCE -- ASSESSMENT -- CONCLUSION -- REFERENCES -- Chapter 9: TEACHING NEWTON‟S THIRD LAW -- ABSTRACT -- INTRODUCTION -- FINDINGS FROM STUDENTS‟ RESPONSES -- TEACHERS‟ RESPONSES AND THEIR CURRENT TEACHINGSTYLES FOR TOPIC FORCES AND NEWTON‟S THIRD LAW -- REVIEW OF LITERATURE ON TEACHING IMPLICATIONSABOUT FORCES AND NEWTON‟S THIRD LAW -- SUGGESTED ALTERNATIVE APPROACHES TO TEACHING FORCESAND THE THIRD LAW -- REFERENCES -- Chapter 10: USING MODELS IN TEACHINGAND LEARNING SCIENCE -- ABSTRACT -- INTRODUCTION -- WHAT IS A MODEL? -- TYPES OF MODELS -- STUDENTS‟ PERCEPTIONS OF MODELS -- TEACHERS PERCEPTIONS OF MODELS -- WHAT IS MODELLING ABILITY? -- MODELS AND THE NATURE OF SCIENCE -- MODELS IN THE PROCESS OF SCIENCE -- MODELS IN THE CURRICULUM -- THE ROLES OF MODELS -- WHY USE MODELS? -- TEACHING WITH MODELS APPROACH -- PEDAGOGICAL CONTENT KNOWLEDGE OF MODELSAND MODELLING IN SCIENCE -- DIGITAL TEACHING MODELS -- CONCLUSION -- REFERENCES -- Chapter 11: DOT DRAWING IN SCIENCE EDUCATION:MAKING LEARNING VISIBLE -- ABSTRACT -- INTRODUCTION -- THE MATERIAL DIMENSION -- THE DOT IN ART -- THE DOT IN SCIENCE -- USING DOTS TO DRAW -- ANIMATING THE DOT -- CONSTRUCTING STORIES IN TIME -- DISCUSSION -- CONCLUSION -- REFERENCES -- Chapter 12: ICT AND EFFECTIVE PRACTICES IN SCIENCEEDUCATION: LESSONS LEARNEDAND FUTURE DIRECTIONS -- ABSTRACT -- INTRODUCTION -- CURRENT ICT PRACTICE IN SCIENCE EDUCATION:A SELECTION OF INDICATIVE STUDIES.

ICT TEST BED: INNOVATION AND CHANGEIN PRIMARY AND SECONDARY EDUCATION -- CONCLUSION -- REFERENCES -- Chapter 13: THE COLLABORATIVE SCIENCE CLASSROOM:ICT-BASED APPROACHES -- ABSTRACT -- INTRODUCTION -- COLLABORATIVE PRACTICES -- THEORETICAL TOUCHSTONES -- IDEAS FOR COLLABORATION USING ICT -- CONCLUSION -- REFERENCES -- Chapter 14: THE SOCIAL, CULTURAL AND AFFECTIVEFACTORS THAT SUPPORT GOODPRACTICES WITH NEW TECHNOLOGIES -- ABSTRACT -- INTRODUCTION -- FOUR TEACHERS REFLECT ON NEW TECHNOLOGIESIN THEIR PRIMARY SCIENCE CLASSROOM -- UNDERSTANDING THE PRACTICAL USE OF NEW TECHNOLOGIESWHEN WORKING WITH MODELS IN SCIENCE EDUCATION -- THE APPROACH USED TO BETTER UNDERSTANDTEACHER‟S PRACTICES -- FINE-GRAINED ANALYSIS OF THE CONVERSATIONWITH POSITIONING THEORY -- MEETING THE FOUR TEACHERS AND UNDERSTANDINGTHEIR PERCEPTIONS OF THE TECHNOLOGIES -- DISCUSSION -- CONCLUSION -- REFERENCES -- Chapter 15: TEACHERS‟ SECRET STORIES:USING CONVERSATIONS TO DISCLOSEINDIVIDUAL AND TEAM STORIES OF PLANNING -- ABSTRACT -- INTRODUCTION -- LENSES FOR ANALYSIS -- COVER STORY OF SCHOOL A -- SECRET STORY OF SCHOOL A -- USING POSITIONING THEORY TO ANALYSE A GROUP INTERVIEW -- REAL TEACHER‟S STORY 1: JANE -- REAL TEACHER‟S STORY 2: MAX -- REAL TEACHER‟S STORY 3: JASMINE -- CONCLUSION -- REFERENCES -- APPENDICES -- APPENDIX A: INTERVIEW TOPICS (ENGLISH AND CHINESE) -- APPENDIX B: ADAPTED DRAW-A-SCIENTIST CHECKLIST (DAST-C) -- APPENDIX C: EXCERPT FROM THE TABLE OF CONTENTS OF THESEMESTER 2, YEAR 2 CHINESE LANGUAGE TEXTBOOK -- APPENDIX D: EXCERPT FROM THE TABLE OF CONTENTS OF THESEMESTER 2, YEAR 5 CHINESE LANGUAGE TEXTBOOK -- INDEX.

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