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Iterative Design of Teaching-Learning Sequences

Iterative Design of Teaching-Learning Sequences PDF Author: Dimitris Psillos
Publisher: Springer
ISBN: 9400778082
Category : Science
Languages : en
Pages : 382

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Book Description
This book addresses a very important aspect of science education and science education research respectively: The research-based development of Teaching Learning Sequences. The authors elaborate on important theoretical issues as well as aspects of the design and iterative evolution of a several Teaching Learning Sequences in a modern scientific and technological field which is socially relevant and educationally significant. The book is divided into two parts. The first part includes a collection of papers discussing the theoretical foundations and characteristics of selected theoretical frameworks related to designing Teaching Learning Sequences, elaborate on common issues and draw on the wider perspective of design research in education. The second part contains a collection of papers presenting case studies concerning the design, implementation, iterative evolution and evaluation of Teaching and Learning Sequences in a variety of educational context. The case studies deal with a more or less new subject matter, a part of modern interdisciplinary science, material science, which enhances the connections between science and technology. From a wider perspective the case studies draw on existing theoretical ideas on inquiry in various contexts and provide powerful suggestions for contextualized innovation in a variety of school systems and existing practices.

Iterative Design of Teaching-Learning Sequences

Iterative Design of Teaching-Learning Sequences PDF Author: Dimitris Psillos
Publisher: Springer
ISBN: 9400778082
Category : Science
Languages : en
Pages : 382

View

Book Description
This book addresses a very important aspect of science education and science education research respectively: The research-based development of Teaching Learning Sequences. The authors elaborate on important theoretical issues as well as aspects of the design and iterative evolution of a several Teaching Learning Sequences in a modern scientific and technological field which is socially relevant and educationally significant. The book is divided into two parts. The first part includes a collection of papers discussing the theoretical foundations and characteristics of selected theoretical frameworks related to designing Teaching Learning Sequences, elaborate on common issues and draw on the wider perspective of design research in education. The second part contains a collection of papers presenting case studies concerning the design, implementation, iterative evolution and evaluation of Teaching and Learning Sequences in a variety of educational context. The case studies deal with a more or less new subject matter, a part of modern interdisciplinary science, material science, which enhances the connections between science and technology. From a wider perspective the case studies draw on existing theoretical ideas on inquiry in various contexts and provide powerful suggestions for contextualized innovation in a variety of school systems and existing practices.

Teaching and Learning of Fluid Mechanics

Teaching and Learning of Fluid Mechanics PDF Author: Ashwin Vaidya
Publisher: MDPI
ISBN: 303936443X
Category : Mathematics
Languages : en
Pages : 362

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Book Description
This book contains research on the pedagogical aspects of fluid mechanics and includes case studies, lesson plans, articles on historical aspects of fluid mechanics, and novel and interesting experiments and theoretical calculations that convey complex ideas in creative ways. The current volume showcases the teaching practices of fluid dynamicists from different disciplines, ranging from mathematics, physics, mechanical engineering, and environmental engineering to chemical engineering. The suitability of these articles ranges from early undergraduate to graduate level courses and can be read by faculty and students alike. We hope this collection will encourage cross-disciplinary pedagogical practices and give students a glimpse of the wide range of applications of fluid dynamics.

Design-Based Research in Education

Design-Based Research in Education PDF Author: Zoi A. Philippakos
Publisher: Guilford Publications
ISBN: 1462547389
Category : Education
Languages : en
Pages : 316

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Book Description
"Effective research in educational settings requires collaboration between researchers and school-based practitioners to codesign instruction and assessment, analyze findings, and make thoughtful revisions. This innovative work presents design-based research (DBR), a key methodology for conducting studies in authentic educational contexts. Leading experts provide examples of high-quality DBR addressing different research foci, grade levels, and subject areas. Applications are described for curriculum development, intervention, assessment, digital contexts, and teaching second-language learners. Also addressed is DBR's role in educator preparation, professional development, and other settings"--

STEM, Robotics, Mobile Apps in Early Childhood and Primary Education

STEM, Robotics, Mobile Apps in Early Childhood and Primary Education PDF Author: Stamatios Papadakis
Publisher: Springer Nature
ISBN: 9811905681
Category :
Languages : en
Pages :

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Professionals’ Ethos and Education for Responsibility

Professionals’ Ethos and Education for Responsibility PDF Author: Alfred Weinberger
Publisher: BRILL
ISBN: 9004367322
Category : Education
Languages : en
Pages : 172

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Book Description
In Professionals’ Ethos and Education for Responsibility, Alfred Weinberger, Horst Biedermann, Jean-Luc Patry and Sieglinde Weyringer offer insights into different concepts and applications of professionals’ ethos focusing on teachers’ ethos.

The VaKE Handbook

The VaKE Handbook PDF Author:
Publisher: BRILL
ISBN: 9004515453
Category : Education
Languages : en
Pages : 432

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Book Description
The VaKE Handbook: Theory and Practice of Values and Knowledge Education presents a theoretical model and many examples in various fields of education and training for the realization of the principle "Values without knowledge are blind, while knowledge without values is irresponsible".

Engaging with Contemporary Challenges through Science Education Research

Engaging with Contemporary Challenges through Science Education Research PDF Author: Olivia Levrini
Publisher: Springer Nature
ISBN: 3030744906
Category : Science
Languages : en
Pages : 329

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Book Description
This book starts with the premise that beauty can be an engine of transformation and authentic engagement in an increasingly complex world. It presents an organized picture of highlights from the 13th European Science Education Research Association Conference, ESERA 2019, held in Bologna, Italy. The collection includes contributions that discuss contemporary issues such as climate change, multiculturalism, and the flourishing of new interdisciplinary areas of investigation, including the application of cognitive neuroscience, artificial intelligence, and digital humanities to science education research. It also highlights learners’ difficulties engaging with socio-scientific issues in a digital and post-truth era. The volume demonstrates that deepening our understanding is the preferred way to address these challenges and that science education has a key role to play in this effort. In particular, the book advances the argument that the deep and novel character of these challenges requires a collective search for new narratives and languages, an expanding knowledge base and new theoretical perspectives and methods of research. The book provides a contemporary picture of science education research and looks to the theoretical and practical societal challenges of the future.

Learning Science

Learning Science PDF Author: Barbara Schneider
Publisher: Yale University Press
ISBN: 0300252730
Category : Education
Languages : en
Pages : 208

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Book Description
An innovative, internationally developed system to help advance science learning and instruction for high school students This book tells the story of a $3.6 million research project funded by the National Science Foundation aimed at increasing scientific literacy and addressing global concerns of declining science engagement. Studying dozens of classrooms across the United States and Finland, this international team combines large-scale studies with intensive interviews from teachers and students to examine how to transform science education. Written for teachers, parents, policymakers, and researchers, this book offers solutions for matching science learning and instruction with newly recommended twenty-first-century standards.

Bridging Research and Practice in Science Education

Bridging Research and Practice in Science Education PDF Author: Eilish McLoughlin
Publisher: Springer Nature
ISBN: 3030172198
Category : Science
Languages : en
Pages : 372

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Book Description
This edited volume presents innovative current research in the field of Science Education. The chapter’s deal with a wide variety of topics and research approaches, conducted in a range of contexts and settings. Together they make a strong contribution to knowledge on science teaching and learning. The book consists of selected presentations from the 12th European Science Education Research Association (ESERA) Conference, held in Dublin, Ireland from 21st to 25th August, 2017. The ESERA community is made up of professionals with diverse disciplinary backgrounds from natural sciences to social sciences. This diversity enables a rich understanding of cognitive and affective aspects of science teaching and learning. The studies in this book will stimulate discussion and interest in finding new ways of implementing and researching science education for the future. The twenty-two chapters in this book are presented in four parts highlighting innovative approaches to school science, emerging identities in science education, approaches to developing learning and competence progressions, and ways of enhancing science teacher education. This collection of studies showcases current research orientations in science education and is of interest to science teachers, teacher educators and science education researchers around the world with a commitment to bridging research and practice in science teaching and learning.

Crossing the threshold

Crossing the threshold PDF Author: Andreas C. Göransson
Publisher: Linköping University Electronic Press
ISBN: 9179297072
Category :
Languages : en
Pages : 127

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Book Description
The theory of evolution is considered the unifying theory of biology. An accurate understanding of evolution is vital both for the understanding of diverse topics in biology, but also for societal issues such as antibiotic resistance or biodiversity. In contrast, decades of research in science education have revealed that students have difficulties to accurately understand evolutionary processes such as mutation and natural selection. The majority of this research relies on a conceptual framework of so-called key concepts (variation, selection, inheritance), derived from scholarly descriptions of natural selection. Recent research suggests that non-domain specific concepts such as randomness, probability, spatial and temporal scales, so called threshold concepts, are important for evolution understanding in addition to the key concepts. Thus, many important elements of evolutionary theory are counter-intuitive or lie outside direct perception. Hence, representations such as visualizations, models and simulations are considered to be important for teaching and learning evolution. While the importance of visualizations is generally acknowledged for science education, less is known about how visual design can facilitate students understanding of threshold concepts, such as random mutations or spatial scales. This thesis uses the Model of Educational Reconstruction (MER) as the guiding framework for exploring the significance of threshold concepts by analysing the conceptual content of students’ explanations and extant visualizations of natural selection. MER combines scientific content with teaching and learning perspectives for the analysis and design of learning environments. Content analysis of visualizations available online showed that most fail to fully represent the basic principles of natural selection (variation, selection and inheritance). Moreover, the representational potential of visualizations was seldom used to represent threshold concepts such as randomness in origin of variation. Visualizations were also biased to animals as the context of evolution. Similarly, upper-secondary and tertiary students’ explanations of natural selection were seldom complete in terms of the basic principles and threshold concepts such as randomness were often lacking. Especially significant was the almost complete lack of randomness in upper-secondary students’ explanations. In addition, threshold concepts were context-sensitive across the items used (bacteria, cheetah and salamander), for example spatial scale and randomness was significantly more common in responses to the bacteria item compared to the cheetah and salamander items. Considering the results from these studies, three interactive visualizations were developed (evolution of antibiotic resistance and fur colouration in mice). The visualization design was conducted iteratively following a Design-Based Research approach and evaluated in classroom settings in secondary and upper-secondary Swedish schools. The results showed that visualizations targeting randomness and genetic level events such as mutations can guide students towards a more scientific conception of natural selection. However, there were differences across the visualizations and student samples. In addition, while students often inferred randomness from the visuals, the results showed that integration of randomness into explanations of natural selection may be challenging. Hence, future research should explore the role of guidance and reflection for students understanding of randomness. The thesis also discusses the role of students’ intuitive conceptions in relation to the use of interactive visualizations and how these preconceptions interact with the presented message. By using the theory of frame semantics, framing effects and conceptual integration, students’ issues of achieving an accurate understanding of evolution are discussed in relation to the theory of conceptual change. Implications for teaching and learning natural selection as well as visualization design for learning are also discussed. Evolutionsteorin förs ofta fram som biologins förenande teori. Vikten av en korrekt och användbar evolutionsförståelse har därför ofta betonats, inte minst för elevers förståelse inom biologins olika delområden men också för att fatta beslut i samhällsfrågor som exempelvis antibiotikaresistens. Många av de centrala delarna av evolutionsteorin är kontraintuitiva eller abstrakta och decennier av forskning har visat att elever har svårigheter att förstå evolutionära processer som mutation och naturligt urval. Representationer såsom visualiseringar, modeller och simuleringar är därför viktiga för att ge elever direkta erfarenheter av evolutionära processer. Även om vikten av visualiseringar är allmänt accepterad inom naturvetenskapsundervisning så är det mindre känt hur visualiseringars utformning specifikt bidrar till att utveckla elevers förståelse av vetenskapliga fenomen såsom evolution. Dessutom har forskningen på elevers evolutionsförståelse till stor del fokuserat på så kallade nyckelbegrepp (variation, selektion och arv) som härletts från vetenskapliga beskrivningar av evolutionsteorin. Dessa begrepp antas vara nödvändiga men också tillräckliga för elevers evolutionsförståelse. Dock har vikten av icke domänspecifika begrepp kopplade till evolutionsteorin, såsom slump, sannolikhet, spatial och temporala skalor (så kallade tröskelbegrepp), inte undersökts i någon högre grad. Den här avhandlingen använder Model of Educational Reconstruction för att utforska betydelsen av tröskelbegrepp för evolutionsförståelse. Med utgångspunkt i den vetenskapliga beskrivningen och historiken undersöks förekomsten av tröskelbegrepp i befintliga visualiseringar för lärande samt elevers förklaringar för att formulera designprinciper för interaktiva visualiseringar av evolution. Dessutom beskrivs utvecklingen av ett antal interaktiva visualiseringar samt undersökningar av deras potentiella användning i klassrumsmiljöer. Avhandlingen diskuterar även betydelsen av elevers intuitiva föreställningar i relation till användandet av interaktiva visualiseringar och hur dessa föreställningar interagerar med det presenterade budskapet. Genom användning av ramsemantisk teori inklusive ”framingeffekter” och ”blendteori” diskuteras elevers svårigheter och utveckling av en vetenskaplig evolutionsförståelse i relation till tidigare teorier om begreppsförändring. Konsekvenser av ”ramsemantisk teori” och ”framingeffekter” i visuella medier diskuteras även i relation till visuell design för lärande.