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Author: Sylvija Markic Publisher: Nova Science Publishers ISBN: 9781634853613 Category : Inclusive education Languages : en Pages : 0
Book Description
This is the first book dedicated to inclusive science education from an international perspective. The topic is getting more and more important in science education and science education research. In many countries, different researchers are focusing on inclusion. However, sometimes it is not clear what is meant by the term inclusion; often, inclusion is reduced to the perspective of special needs education. Thus, the book presents not only the special needs perspective, but a broader view on inclusion and diversity, like ideas from second language learning or intercultural pedagogy that are combined with science education and science education research. Each chapter is written with the goal in mind to focus on at least one of the dimensions of the diversity wheel. On one hand, this book is meant to give an overview concerning the research on inclusion and science education; on the other hand, it also suggests ideas to practitioners about dealing with inclusion in science classrooms. The focus of the book is inclusion and its relevance, its influence and inclusion-caused changes in science education, particularly in terms of science teaching. Every chapter in the book provides a concise and easy-to-read overview about the essential theoretical evidence from science education research as well as to provide the reader with operationalised guidance for the development of effective teaching practices. It is not meant to write a classic handbook for science education. The target audience is not only researchers, but future and practicing science teachers as well.
Author: Sylvija Markic Publisher: Nova Science Publishers ISBN: 9781634853613 Category : Inclusive education Languages : en Pages : 0
Book Description
This is the first book dedicated to inclusive science education from an international perspective. The topic is getting more and more important in science education and science education research. In many countries, different researchers are focusing on inclusion. However, sometimes it is not clear what is meant by the term inclusion; often, inclusion is reduced to the perspective of special needs education. Thus, the book presents not only the special needs perspective, but a broader view on inclusion and diversity, like ideas from second language learning or intercultural pedagogy that are combined with science education and science education research. Each chapter is written with the goal in mind to focus on at least one of the dimensions of the diversity wheel. On one hand, this book is meant to give an overview concerning the research on inclusion and science education; on the other hand, it also suggests ideas to practitioners about dealing with inclusion in science classrooms. The focus of the book is inclusion and its relevance, its influence and inclusion-caused changes in science education, particularly in terms of science teaching. Every chapter in the book provides a concise and easy-to-read overview about the essential theoretical evidence from science education research as well as to provide the reader with operationalised guidance for the development of effective teaching practices. It is not meant to write a classic handbook for science education. The target audience is not only researchers, but future and practicing science teachers as well.
Author: Michele Koomen Publisher: Brill ISBN: 9789004368415 Category : Inclusive education Languages : en Pages : 0
Book Description
Towards Inclusion of All Learners through Science Teacher Education serves as a resource for teachers and teacher educators wishing to understand how to educate students with exceptionalities in science by connecting their experiences to leading experts
Author: Michele Koomen Publisher: BRILL ISBN: 9004368426 Category : Education Languages : en Pages : 364
Book Description
Towards Inclusion of All Learners through Science Teacher Education serves as a resource for teachers and teacher educators wishing to understand how to educate students with exceptionalities in science by connecting their experiences to leading experts
Author: National Research Council Publisher: National Academies Press ISBN: 0309214459 Category : Education Languages : en Pages : 400
Book Description
Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.
Author: Bennie Kara Publisher: Legend Press Ltd ISBN: 1915054990 Category : Education Languages : en Pages : 332
Book Description
Structured around the Equality Act and written collaboratively, Diverse Educators: A Manifesto aims to capture the collective voice of the teaching community and to showcase the diverse lived experiences of educators.
Author: Alec Bodzin Publisher: Springer Science & Business Media ISBN: 9048192226 Category : Education Languages : en Pages : 352
Book Description
In the coming decades, the general public will be required ever more often to understand complex environmental issues, evaluate proposed environmental plans, and understand how individual decisions affect the environment at local to global scales. Thus it is of fundamental importance to ensure that higher quality education about these ecological issues raises the environmental literacy of the general public. In order to achieve this, teachers need to be trained as well as classroom practice enhanced. This volume focuses on the integration of environmental education into science teacher education. The book begins by providing readers with foundational knowledge of environmental education as it applies to the discipline of science education. It relates the historical and philosophical underpinnings of EE, as well as current trends in the subject that relate to science teacher education. Later chapters examine the pedagogical practices of environmental education in the context of science teacher education. Case studies of environmental education teaching and learning strategies in science teacher education, and instructional practices in K-12 science classrooms, are included. This book shares knowledge and ideas about environmental education pedagogy and serves as a reliable guide for both science teacher educators and K-12 science educators who wish to insert environmental education into science teacher education. Coverage includes everything from the methods employed in summer camps to the use of podcasting as a pedagogical aid. Studies have shown that schools that do manage to incorporate EE into their teaching programs demonstrate significant growth in student achievement as well as improved student behavior. This text argues that the multidisciplinary nature of environmental education itself requires problem-solving, critical thinking and literacy skills that benefit students’ work right across the curriculum.
Author: National Research Council Publisher: National Academies Press ISBN: 0309133831 Category : Education Languages : en Pages : 404
Book Description
What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, Taking Science to School provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of questions, this book provides a basic foundation for guiding science teaching and supporting students in their learning. Taking Science to School answers such questions as: When do children begin to learn about science? Are there critical stages in a child's development of such scientific concepts as mass or animate objects? What role does nonschool learning play in children's knowledge of science? How can science education capitalize on children's natural curiosity? What are the best tasks for books, lectures, and hands-on learning? How can teachers be taught to teach science? The book also provides a detailed examination of how we know what we know about children's learning of scienceâ€"about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science educationâ€"teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn.
Author: National Academies of Sciences, Engineering, and Medicine Publisher: National Academies Press ISBN: 0309380189 Category : Education Languages : en Pages : 257
Book Description
Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science.
Author: Robyn M. Gillies Publisher: CRC Press ISBN: 1000036316 Category : Education Languages : en Pages : 90
Book Description
Students often think of science as disconnected pieces of information rather than a narrative that challenges their thinking, requires them to develop evidence-based explanations for the phenomena under investigation, and communicate their ideas in discipline-specific language as to why certain solutions to a problem work. The author provides teachers in primary and junior secondary school with different evidence-based strategies they can use to teach inquiry science in their classrooms. The research and theoretical perspectives that underpin the strategies are discussed as are examples of how different ones areimplemented in science classrooms to affect student engagement and learning. Key Features: Presents processes involved in teaching inquiry-based science Discusses importance of multi-modal representations in teaching inquiry based-science Covers ways to develop scientifically literacy Uses the Structure of Observed learning Outcomes (SOLO) Taxonomy to assess student reasoning, problem-solving and learning Presents ways to promote scientific discourse, including teacher-student interactions, student-student interactions, and meta-cognitive thinking
Author: Sylvija Markic
Author: Sylvija Markic
Author: Michele Koomen
Author: Michele Koomen
Author: National Research Council
Author: Bennie Kara
Author: Alec Bodzin
Author: UNESCO
Author: National Research Council
Author: National Academies of Sciences, Engineering, and Medicine
Author: Robyn M. Gillies