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Author: Kenneth G. Tobin Publisher: Routledge ISBN: 1136489746 Category : Education Languages : en Pages : 362
Book Description
This volume provides a needed elaboration of theories and potential applications of constructivism in science education. Although the term "constructivism" is used widely, there has been a dearth of materials to guide science educators concerning the potential of constructivism to influence what is done in the field. In fact, there has been a tendency for constructivism to be viewed as a method that can be used in a classroom. This view tends to diminish the power of constructivism as a way of thinking about education, and in particular, about science education. The chapters in this book address the need to document the theoretical roots of constructivism and to describe how practitioners have applied constructivist oriented beliefs in the practice of K-12 teaching of science and mathematics, as well as teacher education. Not only does this book contain different theoretical perspectives on constructivism, but it also features a chapter that critiques constructivism as an epistemology. Specific topics covered include: * cooperative learning, * the negotiation of meaning, * problem centered learning, * social construction of knowledge, * science in culturally diverse settings, * curriculum planning and implementation, and * instructional technology. Issues associated with the preparation and enhancement of science teachers and the reform of science education are also explored.
Author: Kenneth G. Tobin Publisher: Routledge ISBN: 1136489746 Category : Education Languages : en Pages : 362
Book Description
This volume provides a needed elaboration of theories and potential applications of constructivism in science education. Although the term "constructivism" is used widely, there has been a dearth of materials to guide science educators concerning the potential of constructivism to influence what is done in the field. In fact, there has been a tendency for constructivism to be viewed as a method that can be used in a classroom. This view tends to diminish the power of constructivism as a way of thinking about education, and in particular, about science education. The chapters in this book address the need to document the theoretical roots of constructivism and to describe how practitioners have applied constructivist oriented beliefs in the practice of K-12 teaching of science and mathematics, as well as teacher education. Not only does this book contain different theoretical perspectives on constructivism, but it also features a chapter that critiques constructivism as an epistemology. Specific topics covered include: * cooperative learning, * the negotiation of meaning, * problem centered learning, * social construction of knowledge, * science in culturally diverse settings, * curriculum planning and implementation, and * instructional technology. Issues associated with the preparation and enhancement of science teachers and the reform of science education are also explored.
Author: Michael Matthews Publisher: Springer Science & Business Media ISBN: 940115032X Category : Science Languages : en Pages : 241
Book Description
Constructivism is one of the most influential theories in contemporary education and learning theory. It has had great influence in science education. The papers in this collection represent, arguably, the most sustained examination of the theoretical and philosophical foundations of constructivism yet published. Topics covered include: orthodox epistemology and the philosophical traditions of constructivism; the relationship of epistemology to learning theory; the connection between philosophy and pedagogy in constructivist practice; the difference between radical and social constructivism, and an appraisal of their epistemology; the strengths and weaknesses of the Strong Programme in the sociology of science and implications for science education. The book contains an extensive bibliography. Contributors include philosophers of science, philosophers of education, science educators, and cognitive scientists. The book is noteworthy for bringing this diverse range of disciplines together in the examination of a central educational topic.
Author: Ben Akpan Publisher: Springer Nature ISBN: 3030436209 Category : Science Languages : en Pages : 517
Book Description
This book provides a collection of applicable learning theories and their applications to science teaching. It presents a synthesis of historical theories while also providing practical implications for improvement of pedagogical practices aimed at advancing the field into the future. The theoretical viewpoints included in this volume span cognitive and social human development, address theories of learning, and describe approaches to teaching and curriculum development. The book presents and discusses humanistic, behaviourist, cognitivist, and constructivist theories. In addition, it looks at other theories, such as multiple intelligences theory, systems thinking, gender/sexuality theory and indigenous knowledge systems. Each chapter follows a reader-motivated approach anchored on a narrative genre. The book serves as a guide for those aiming to create optional learning experiences to prepare the next generation STEM workforce. Chapter “The Bildung Theory—From von Humboldt to Klafki and Beyond” is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com
Author: W.W. Cobern Publisher: Springer Science & Business Media ISBN: 9780792349877 Category : Education Languages : en Pages : 236
Book Description
Tackles the question of whose interests are being served by the current science education practices and policies, and offers perspectives from culture, economics, epistemology, equity, gender, language, and religion. Promotes a reflective science education that takes place within people's cultural lives rather than taking it over. Among the topics are situating school science in a climate of critical cultural reform, the influence of language on teaching and learning science in a second language, a cultural history of science education in Japan, and the philosophy of science and radical intellectual Islam in Turkey. Of interest to students, researchers, and practitioners of education. Annotation copyrighted by Book News, Inc., Portland, OR
Author: James Pelech Publisher: IAP ISBN: 1607523760 Category : Education Languages : en Pages : 229
Book Description
While many people talk about the Constructivist philosophy, there has not been a publication that provides a detailed description of what a Constructivist classroom sounds like and looks like. This book fills that void by examining the philosophy, translating it into teaching strategies, and providing over forty examples. These examples come from the elementary level up to and including the collegiate level, and include all content areas. These examples show how the Constructivist educator uses the linguistic mode, the visual mode, and the kinesthetic mode to create a class environment in which the Constructivist philosophy flourishes. Examples of student work are provided; the book also includes chapters on note-taking, Problem-Based Learning (PBL), action research, and other Constructivist resources. Written in user-friendly form, this book presents a concrete and step by step approach for translating the Constructivist philosophy into classroom practice. This book is intended for every Constructivist researcher, practitioner, and teacher-educator. The researcher and teacher-educator will benefit from topics such as the history of Constructivist thought, the principles of Constructivism and action research. This book is more than a list of recipes, and this will be beneficial to the practitioner. Starting with the principles of Constructivism, and bridging to four basic teaching strategies, the practitioner is guided on how to use different learning modes and “meta-strategies” to create a true Constructivist practice. An educator’s life is made up of one’s philosophy, teaching principles, daily strategies, resources, and research tools. This book provides an in-depth look, from the Constructivist perspective, at each one of these components. In every sense of the word, this book is truly “comprehensive.”
Author: Virginia Richardson Publisher: Routledge ISBN: 1135715076 Category : Education Languages : en Pages : 204
Book Description
Bringing together issues of theory, research and practice in constructivist teacher education, this book raises the questions and offers answers as to how does one persuade students and teachers to change their fundamental beliefs and practices about teaching and learning.
Author: Michael R. Matthews Publisher: Routledge ISBN: 1317796160 Category : Education Languages : en Pages : 304
Book Description
Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: what constitutes an appropriate science curriculum for all students; how science should be taught in traditional cultures; how scientific literacy can be promoted; and the conflict which can occur between science curriculum and deep-seated religious or cultural values and knowledge. Outlining the history of liberal approaches to the teaching of science, Michael Matthews elaborates contemporary curriculum developments that explicitly address questions about the nature and the history of science. He provides examples of classroom teaching and develops useful arguments on constructivism, multicultural science education and teacher education.
Author: Kenneth G. Tobin
Author: Kenneth G. Tobin
Author: Michael Matthews
Author: K. V. Sridevi
Author: Ben Akpan
Author: W.W. Cobern
Author: Peter J. Fensham
Author: James Pelech
Author: Virginia Richardson
Author: Michael R. Matthews
Author: Marie Larochelle