EBOOK: Developing Scientific Literacy: Using News Media in the Classroom PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download EBOOK: Developing Scientific Literacy: Using News Media in the Classroom PDF full book. Access full book title EBOOK: Developing Scientific Literacy: Using News Media in the Classroom by Ruth Jarman. Download full books in PDF and EPUB format.
Author: Ruth Jarman Publisher: McGraw-Hill Education (UK) ISBN: 0335229883 Category : Social Science Languages : en Pages : 234
Book Description
""This is an excellent source of ideas on using the media to enrich science teaching and engage pupils. It contains numerous ideas on using newspapers and other sources in science and how to encourage young people to read them carefully and critically." Prof Jerry Wellington, School of Education, University of Sheffield, UK "Throughout the book, all the ideas, content, suggestions and arguments are supported by in-depth research and solid referencing, making this an authoritative, yet eminently readable, reference volume for current and would-be secondary science teachers." School Science Review Science-related news stories have great potential as a resource for teaching and learning about science and its impact on society. By demonstrating the relevance of the subject in everyday life, they can form a valuable bridge between the school classroom and the ‘real world’. Worldwide, those advocating science education reform stress the need to promote ‘scientific literacy’ among young people and typically this includes equipping students to critically engage with science reports in the media. However, very little guidance exists for those who wish to do so. Developing Scientific Literacy addresses this gap, offering a much-needed framework for teachers wishing to explore ‘science in the media’ in secondary schools or colleges. It suggests how teachers across a number of subject areas can collaborate to promote among young people an aptitude and ability to engage thoughtfully with science in the media. Drawing on research and development work, the authors: Describe key characteristics of science news reporting Discuss its potential as a resource for teaching and learning about science and for developing young people’s criticality in respect of such reports Identify appropriate instructional objectives and suggest activities through which these might be achieved This timely book is a source of valuable ideas and insights for all secondary science teachers. It will also be of interest to those with responsibilities for initial teacher training and continuing professional development.
Author: Ruth Jarman Publisher: McGraw-Hill Education (UK) ISBN: 0335229883 Category : Social Science Languages : en Pages : 234
Book Description
""This is an excellent source of ideas on using the media to enrich science teaching and engage pupils. It contains numerous ideas on using newspapers and other sources in science and how to encourage young people to read them carefully and critically." Prof Jerry Wellington, School of Education, University of Sheffield, UK "Throughout the book, all the ideas, content, suggestions and arguments are supported by in-depth research and solid referencing, making this an authoritative, yet eminently readable, reference volume for current and would-be secondary science teachers." School Science Review Science-related news stories have great potential as a resource for teaching and learning about science and its impact on society. By demonstrating the relevance of the subject in everyday life, they can form a valuable bridge between the school classroom and the ‘real world’. Worldwide, those advocating science education reform stress the need to promote ‘scientific literacy’ among young people and typically this includes equipping students to critically engage with science reports in the media. However, very little guidance exists for those who wish to do so. Developing Scientific Literacy addresses this gap, offering a much-needed framework for teachers wishing to explore ‘science in the media’ in secondary schools or colleges. It suggests how teachers across a number of subject areas can collaborate to promote among young people an aptitude and ability to engage thoughtfully with science in the media. Drawing on research and development work, the authors: Describe key characteristics of science news reporting Discuss its potential as a resource for teaching and learning about science and for developing young people’s criticality in respect of such reports Identify appropriate instructional objectives and suggest activities through which these might be achieved This timely book is a source of valuable ideas and insights for all secondary science teachers. It will also be of interest to those with responsibilities for initial teacher training and continuing professional development.
Author: Jarman, Ruth Publisher: McGraw-Hill Education (UK) ISBN: 0335217958 Category : Education Languages : en Pages : 232
Book Description
Developing Scientific Literacy addresses the gap of the revelance of science in everyday life, offering a much-needed framework for teachers wishing to explore ‘science in the media’ in secondary schools or colleges.
Author: Ruth Jarman Publisher: Open University Press ISBN: 9780335217960 Category : Education Languages : en Pages : 0
Book Description
"Throughout the book, all the ideas, content, suggestions and arguments are supported by in-depth research and solid referencing, making this an authoritative, yet eminently readable, reference volume for current and would-be secondary science teachers." School Science Review Science-related news stories have great potential as a resource for teaching and learning about science and its impact on society. By demonstrating the relevance of the subject in everyday life, they can form a valuable bridge between the school classroom and the ‘real world’. Worldwide, those advocating science education reform stress the need to promote ‘scientific literacy’ among young people and typically this includes equipping students to critically engage with science reports in the media. However, very little guidance exists for those who wish to do so. Developing Scientific Literacy addresses this gap, offering a much-needed framework for teachers wishing to explore ‘science in the media’ in secondary schools or colleges. It suggests how teachers across a number of subject areas can collaborate to promote among young people an aptitude and ability to engage thoughtfully with science in the media. Drawing on research and development work, the authors: Describe key characteristics of science news reporting Discuss its potential as a resource for teaching and learning about science and for developing young people’s criticality in respect of such reports Identify appropriate instructional objectives and suggest activities through which these might be achieved This timely book is a source of valuable ideas and insights for all secondary science teachers. It will also be of interest to those with responsibilities for initial teacher training and continuing professional development.
Author: Kok-Sing Tang Publisher: Springer ISBN: 331969197X Category : Science Languages : en Pages : 401
Book Description
This book highlights recent developments in literacy research in science teaching and learning from countries such as Australia, Brazil, China, Finland, Germany, Hong Kong, New Zealand, Norway, Singapore, Spain, South Africa, Sweden, Taiwan, and the United States. It includes multiple topics and perspectives on the role of literacy in enhancing science teaching and learning, such as the struggles faced by students in science literacy learning, case studies and evaluations of classroom-based interventions, and the challenges encountered in the science classrooms. It offers a critical and comprehensive investigation on numerous emerging themes in the area of literacy and science education, including disciplinary literacy, scientific literacy, classroom discourse, multimodality, language and representations of science, and content and language integrated learning (CLIL). The diversity of views and research contexts in this volume presents a useful introductory handbook for academics, researchers, and graduate students working in this specialized niche area. With a wealth of instructional ideas and innovations, it is also highly relevant for teachers and teacher educators seeking to improve science teaching and learning through the use of literacy.
Author: National Academies of Sciences, Engineering, and Medicine Publisher: National Academies Press ISBN: 0309447569 Category : Education Languages : en Pages : 167
Book Description
Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to scienceâ€"whether using knowledge or creating itâ€"necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy. Science literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary definitions of science literacy have expanded to include understandings of scientific processes and practices, familiarity with how science and scientists work, a capacity to weigh and evaluate the products of science, and an ability to engage in civic decisions about the value of science. Although science literacy has traditionally been seen as the responsibility of individuals, individuals are nested within communities that are nested within societiesâ€"and, as a result, individual science literacy is limited or enhanced by the circumstances of that nesting. Science Literacy studies the role of science literacy in public support of science. This report synthesizes the available research literature on science literacy, makes recommendations on the need to improve the understanding of science and scientific research in the United States, and considers the relationship between scientific literacy and support for and use of science and research.
Author: Rodger W. Bybee Publisher: Pearson Higher Ed ISBN: 129205221X Category : Education Languages : en Pages : 347
Book Description
Solidly grounded in current recommendations of the National Science Education Standards, this text offers teaching guidance and strategies for physical, biological, and earth science courses for middle school, junior high, and high school. The authors' extensive curriculum development experience imbues the text with a practical focus. Their collective knowledge of the field balances coverage of the theory and research behind the strategies they present. Also, inherent in the text is a description of the role of constructivism in science teaching and the connection between science and society including how technological development is driven by societal needs. The full text downloaded to your computer With eBooks you can: search for key concepts, words and phrases make highlights and notes as you study share your notes with friends eBooks are downloaded to your computer and accessible either offline through the Bookshelf (available as a free download), available online and also via the iPad and Android apps. Upon purchase, you'll gain instant access to this eBook. Time limit The eBooks products do not have an expiry date. You will continue to access your digital ebook products whilst you have your Bookshelf installed.
Author: Keri-Anne Croce Publisher: IAP ISBN: 1641139838 Category : Education Languages : en Pages : 165
Book Description
The development of science literacy has the potential to have an enormous impact on real world outcomes. Specifically, developing science literacy may persuade individuals to act. We hope that this book will influence scientists, science journalists, sociologists, anthropologists, communication specialists, political leaders, media outlets, educational institutions, and individual science content consumers. The chapters in this book describe a definition of science literacy that draws on the emotional, cognitive, and social. The authors strive to help prepare individuals to read, write, and speak science in a continuously evolving information landscape. In order to meet these objectives, the chapters examine both qualitative and quantitative research. It is within these frameworks that we can begin to address science literacy in the 21st century.
Author: Ingo Eilks Publisher: Springer ISBN: 9463001751 Category : Education Languages : en Pages : 390
Book Description
This book is aimed at chemistry teachers, teacher educators, chemistry education researchers, and all those who are interested in increasing the relevance of chemistry teaching and learning as well as students' perception of it. The book consists of 20 chapters. Each chapter focuses on a certain issue related to the relevance of chemistry education. These chapters are based on a recently suggested model of the relevance of science education, encompassing individual, societal, and vocational relevance, its present and future implications, as well as its intrinsic and extrinsic aspects. “Two highly distinguished chemical educators, Ingo Eilks and AviHofstein, have brought together 40 internationally renowned colleagues from 16 countries to offer an authoritative view of chemistry teaching today. Between them, the authors, in 20 chapters, give an exceptional description of the current state of chemical education and signpost the future in both research and in the classroom. There is special emphasis on the many attempts to enthuse students with an understanding of the central science, chemistry, which will be helped by having an appreciation of the role of the science in today’s world. Themes which transcend all education such as collaborative work, communication skills, attitudes, inquiry learning and teaching, and problem solving are covered in detail and used in the context of teaching modern chemistry. The book is divided into four parts which describe the individual, the societal, the vocational and economic, and the non-formal dimensions and the editors bring all the disparate leads into a coherent narrative, that will be highly satisfying to experienced and new researchers and to teachers with the daunting task of teaching such an intellectually demanding subject. Just a brief glance at the index and the references will convince anyone interested in chemical education that this book is well worth studying; it is scholarly and readable and has tackled the most important issues in chemical education today and in the foreseeable future.” – Professor David Waddington, Emeritus Professor in Chemistry Education, University of York, United Kingdom
Author: Wendy Saul Publisher: NSTA Press ISBN: 1936959909 Category : Education Languages : en Pages : 213
Book Description
"The innovative approach of this book will stimulate students to play the role of detective in eliciting data, providing evidence, explaining the significance of their observations, and reporting on the ramifications of the study. The dozen chapters in this manual provide guidelines for promoting the journalistic approach, including teacher comments on their success with SciJourn (science journalism). The SciJourn standards are clearly defined, emphasizing the features essential in choosing a topic, to its organization, voice, word choice, language usage, grammatical rules, and the final presentation of the article. Research strategies such as interviews and surveys are reviewed. By giving students the independence they so strive for during the difficult years, trusting them with the freedom to ferret out and filter the myriad prevailing profuse factoids into a coherent understanding, this is a technique that should be exploited."--Publisher's website.
Author: Troy D. Sadler Publisher: Springer Science & Business Media ISBN: 940071159X Category : Science Languages : en Pages : 376
Book Description
Socio-scientific issues (SSI) are open-ended, multifaceted social issues with conceptual links to science. They are challenging to negotiate and resolve, and they create ideal contexts for bridging school science and the lived experience of students. This book presents the latest findings from the innovative practice and systematic investigation of science education in the context of socio-scientific issues. Socio-scientific Issues in the Classroom: Teaching, Learning and Research focuses on how SSI can be productively incorporated into science classrooms and what SSI-based education can accomplish regarding student learning, practices and interest. It covers numerous topics that address key themes for contemporary science education including scientific literacy, goals for science teaching and learning, situated learning as a theoretical perspective for science education, and science for citizenship. It presents a wide range of classroom-based research projects that offer new insights for SSI-based education. Authored by leading researchers from eight countries across four continents, this book is an important compendium of syntheses and insights for veteran researchers, teachers and curriculum designers eager to advance the SSI agenda.
Author: Ruth Jarman
Author: Ruth Jarman
Author: Jarman, Ruth
Author: Ruth Jarman
Author: Kok-Sing Tang
Author: National Academies of Sciences, Engineering, and Medicine
Author: Rodger W. Bybee
Author: Keri-Anne Croce
Author: Ingo Eilks
Author: Wendy Saul
Author: Troy D. Sadler