Download or read book The Science of Education Theoretical considerations written by Caleb Gattegno and published by Educational Solutions. This book was released on 1985 with total page 219 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Science Education in Theory and Practice written by Ben Akpan and published by Springer Nature. This book was released on 2020-09-08 with total page 517 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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
Download or read book Philosophy of Science Cognitive Psychology and Educational Theory and Practice written by Richard A. Duschl and published by State University of New York Press. This book was released on 1992-08-17 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume extends existing discussions among philosophers of science, cognitive psychologists, and educational researchers on the the restructuring of scientific knowledge and the domain of science education. This exchange of ideas across disciplinary fields raises fundamental issues and provides frameworks that help to focus educational research programs, curriculum development efforts, and teacher training programs.
Download or read book The Science of Reading written by Margaret J. Snowling and published by John Wiley & Sons. This book was released on 2008-04-15 with total page 680 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
Download or read book Theorizing the Future of Science Education Research written by Vaughan Prain and published by Springer Nature. This book was released on 2019-10-22 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book reviews the current state of theoretical accounts of the what and how of science learning in schools. The book starts out by presenting big-picture perspectives on key issues. In these first chapters, it focuses on the range of resources students need to acquire and refine to become successful learners. It examines meaningful learner purposes and processes for doing science, and structural supports to optimize cognitive engagement and success. Subsequent chapters address how particular purposes, resources and experiences can be conceptualized as the basis to understand current practices. They also show how future learning opportunities should be designed, lived and reviewed to promote student engagement/learning. Specific topics include insights from neuro-imaging, actor-network theory, the role of reasoning in claim-making for learning in science, and development of disciplinary literacies, including writing and multi-modal meaning-making. All together the book offers leads to science educators on theoretical perspectives that have yielded valuable insights into science learning. In addition, it proposes new agendas to guide future practices and research in this subject.
Download or read book Visualization Theory and Practice in Science Education written by John K. Gilbert and published by Springer Science & Business Media. This book was released on 2007-12-05 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt: External representations (pictures, diagrams, graphs, concrete models) have always been valuable tools for the science teacher. This book brings together the insights of practicing scientists, science education researchers, computer specialists, and cognitive scientists, to produce a coherent overview. It links presentations about cognitive theory, its implications for science curriculum design, and for learning and teaching in classrooms and laboratories.
Download or read book Science Education for Diversity written by Nasser Mansour and published by Springer Science & Business Media. This book was released on 2013-06-18 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reflecting the very latest theory on diversity issues in science education, including new dialogic approaches, this volume explores the subject from a range of perspectives and draws on studies from around the world. The work discusses fundamental topics such as how we conceptualize diversity as well as examining the ways in which heterogeneous cultural constructs influence the teaching and learning of science in a range of contexts. Including numerous strategies ready for adoption by interested teachers, the book addresses the varied cultural factors that influence engagement with science education. It seeks answers to the question of why increasing numbers of students fail to connect with science education in schools and looks at the more subtle impact that students’ individually constructed identities have on the teaching and learning of science. Recognizing the diversity of its audience, the book covers differing levels and science subjects, and examines material from a range of viewpoints that include pedagogy, curricula, teacher education, learning, gender, religion, and ICT, as well as those of in-service and trainee teachers at all levels.
Download or read book Teaching and Learning about Science written by Derek Hodson and published by BRILL. This book was released on 2009-01-01 with total page 440 pages. Available in PDF, EPUB and Kindle. Book excerpt: Findings generated by recent research in science education, international debate on the guiding purposes of science education and the nature of scientific and technological literacy, official and semi-official reports on science education (including recommendations from prestigious organizations such as AAAS and UNESCO), and concerns expressed by scientists, environmentalists and engineers about current science education provision and the continuing low levels of scientific attainment among the general population, have led to some radical re-thinking of the nature of the science curriculum.
Download or read book The Handbook of Educational Theories written by Beverly Irby and published by IAP. This book was released on 2013-03-01 with total page 1164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although educational theories are presented in a variety of textbooks and in some discipline specific handbooks and encyclopedias, no publication exists which serves as a comprehensive, consolidated collection of the most influential and most frequently quoted and consulted theories. There is a need to put such theories into a single, easily accessible volume. A unique feature of the Handbook is the way in which it conveys the theories. The organization of the chapters within each section makes the volume an easy·to-use and tu1derstandable reference tool as researchers and practitioners seek theories to guide their research and practice and as they develop theoretical frameworks. In addition to the traditional theories presented, the Handbook includes emerging theories for the 21st Century as well as presenting practical examples of the use of these theories in research from dissertations and published articles. An appendix which indicates which theories have instruments associated with them and where those instruments can be found is also included. The Handbook consists of 12 sections. Section I provides the jntroduction with a focus on what constitutes good theory as well as how theory guides research and practice. The remaining sections address Philosophical Educational Constructs, Leaming Theory, Instructional Theory, Curriculum theory, Literacy and Language Acquisition Theory, Counseling Theory, Moral Development Theory, Classroom Management Theory, Assessment Theory, Organizational Theory, and Leadership/Management Theory. Each section consists of an overview written by the section editor of the general theoretical concepts to be addressed by the chapter authors. Each chapter within the section will include (a) a description of the theory with goals, assumptions, and aspects particular to the theory, (b) the original development of and interactions of the theory, (c) validation of the theory, (d) generalizability of the theory across cultures, ethnicities, and genders, (e) the use and application of the theory, (f) critiques of the theory, (g) any instruments associated with the theory, and (h) two to five particular studies exemplifying particular theories as individuals have used them in theoretical framework of dissertations or published articles and be written by the original theorist or prominent contributors to the theory. The Handbook is intended for graduate students enrolled in research courses or completing theses and dissertations. Additionally, professors of all educational disciplines in the social scierices would be an interested audience. There is also potential use of the text as administrators, counselors, and teachers in schools use theory to guide practice. As more inquiry is being promoted among school leaders, this book has more meaning for practitioners.
Download or read book The Sourcebook for Teaching Science Grades 6 12 written by Norman Herr and published by John Wiley & Sons. This book was released on 2008-08-11 with total page 614 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Sourcebook for Teaching Science is a unique, comprehensive resource designed to give middle and high school science teachers a wealth of information that will enhance any science curriculum. Filled with innovative tools, dynamic activities, and practical lesson plans that are grounded in theory, research, and national standards, the book offers both new and experienced science teachers powerful strategies and original ideas that will enhance the teaching of physics, chemistry, biology, and the earth and space sciences.
Download or read book Modeling Theory in Science Education written by Ibrahim A. Halloun and published by Springer Science & Business Media. This book was released on 2007-01-25 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is the culmination of over twenty years of work toward a pedagogical theory that promotes experiential learning of model-laden theory and inquiry in science. The book focuses as much on course content as on instruction and learning methodology, presenting practical aspects that have repeatedly demonstrated their value in fostering meaningful and equitable learning of physics and other science courses at the secondary school and college levels.
Download or read book Visualization in Science Education written by John K. Gilbert and published by Springer Science & Business Media. This book was released on 2006-03-30 with total page 375 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book addresses key issues concerning visualization in the teaching and learning of science at any level in educational systems. It is the first book specifically on visualization in science education. The book draws on the insights from cognitive psychology, science, and education, by experts from five countries. It unites these with the practice of science education, particularly the ever-increasing use of computer-managed modelling packages.
Download or read book The Science of Learning written by Robert T. Hays and published by Universal-Publishers. This book was released on 2006 with total page 438 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Science of Learning: A Systems Theory Approach provides authoritative, comprehensive, learner-centric reviews and discussions of theories and research on learning processes, instructional approaches, and the uses of instructional media. It includes over 600 references to the most influential theoretical and empirical literature in the field. It also provides discussions on the scientific method and how to apply science and scientific thinking to the study of learning, the development of instruction, and the evaluation of instructional programs. The systems-theory orientation provided in the book helps the reader understand the diverse data on learning and helps to integrate these data into a rich knowledge base. The book also summarizes guidance on the application of learning research to enhance learning effectiveness and illustrates this guidance with real-world examples.
Download or read book Some Theoretical Considerations and Experiences Related to Research and Development in the Teaching of Mathematics and Science written by Leif Lybeck and published by . This book was released on 1979 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Theoretical Issues of Using Simulations and Games in Educational Assessment written by Harold F. O'Neil and published by Routledge. This book was released on 2021-08-26 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: Presenting original studies and rich conceptual analyses, this volume reports on theoretical issues involved in the use of simulations and games in educational assessment. Chapters consider how technologies can be used to effectively assess, modify, and enhance learning and assessment in education and training. By highlighting theoretical issues arising from the use of games and simulations as assessment tools for selection and classification, training, and evaluation across educational and workplace contexts, the volume offers both broad conceptual views on assessment, as well as rich descriptions of various, context-specific applications. Through a focus that includes both quantitative and qualitative approaches, policy implications, meta-analysis, and constructs, the volume highlights commonalities and divergence in theoretical research being conducted in relation to K-12, post-secondary, and military education and assessment. In doing so, the collection enhances understanding of how games and simulations can intersect with the science of learning to improve educational outcomes. Given its rigorous and multidisciplinary approach, this book will prove an indispensable resource for researchers and scholars in the fields of educational assessment and evaluation, educational technology, military psychology, and educational psychology.
Download or read book Design Based Research in Education written by Zoi A. Philippakos and published by Guilford Publications. This book was released on 2021-10-15 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective research in educational settings requires collaboration between researchers and school-based practitioners to codesign instruction and assessment, analyze findings to inform subsequent iterations, and make thoughtful revisions. This innovative reference and course text examines the theory and practice of design-based research (DBR), an important methodology for conducting studies in authentic educational contexts. Leading experts provide specific examples of high-quality DBR addressing different research foci, grade levels, and subject areas (literacy/English language arts, math, and science). Applications are presented for curriculum development, intervention, assessment, and digital contexts, as well as teaching second-language learners. Also addressed is DBR’s role in educator preparation, professional development, dissertation research, and technical education.
Download or read book Studying Educational and Social Policy written by Ronald H. Heck and published by Routledge. This book was released on 2004-07-19 with total page 475 pages. Available in PDF, EPUB and Kindle. Book excerpt: The overall purpose of this text is to introduce beginning researchers to the study of educational and social policy, how it has been examined from a scholarly perspective, and the salient issues to consider in conceptualizing and conducting policy research. The emphasis is on "introduce," as the various policy fields within the public sector (for example, education, energy, health, labor) are much too diverse to include in depth in a single volume on theoretical concepts and research methods. The focus is not so much on the substance of policymaking as on understanding the interplay between how policy is made and implemented and the various conceptual approaches and methods researchers can use to frame and conduct policy studies. The underlying assumption is that a critique of the substantive, theoretical, and methodological issues involved in studying policy can help researchers conduct policy studies that are more informative in guiding policy development and more effective in assessing the impact of policy reforms. *Part I acquaints readers with substantive issues and challenges related to the study of the policy process, and includes chapters on federalism and policymaking, and on studying policy development, implementation, and impact. *Part II examines different conceptual frameworks and theories for the study of policy, with chapters on political culture and policymaking, the punctuated-equilibrium theory and the advocacy coalition framework, economic and organizational perspectives, and new approaches (e.g., feminism, critical theory, postmodernism). *Part III focuses research methods for studying policy, covering research design, qualitative methods, multilevel methods for policy research, and growth modeling methods for examining policy change. *Part IV compares the diversity of approaches used by policy scholars with respect to their strengths and weaknesses, and presents a number of issues for further consideration in conducting policy research. This introduction to theories and methods of conducting policy research is intended to give prospective researchers an appreciation of the relationship among policy problems, empirical methods, and practice, and to contribute to building their skills in conceptualizing and conducting policy research that answers important questions. The text includes examples of studies to illustrate the diversity of methodological techniques, and discusses issues related to the design and conduct of original educational policy studies. Studying Educational and Social Policy: Theoretical Concepts and Research Methods is designed primarily for graduate courses in educational policy and educational research and is appropriate as well for research methodology courses in other disciplines, including statistics and research methodology in the social sciences, organizational studies, public policy, and political science
