| Título : |
Bridging Research and Practice in Science Education : Selected Papers from the ESERA 2017 Conference |
| Tipo de documento: |
documento electrónico |
| Autores: |
McLoughlin, Eilish, ; Finlayson, Odilla E., ; Erduran, Sibel, ; Childs, Peter E., |
| Mención de edición: |
1 ed. |
| Editorial: |
[s.l.] : Springer |
| Fecha de publicación: |
2019 |
| Número de páginas: |
XXXV, 372 p. 61 ilustraciones |
| ISBN/ISSN/DL: |
978-3-030-17219-0 |
| Nota general: |
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. |
| Idioma : |
Inglés (eng) |
| Palabras clave: |
Docente Pruebas y mediciones educativas. Habilidades de estudio Enseñanza de las ciencias Enseñanza y formación docente Evaluación y pruebas Habilidades de estudio y aprendizaje |
| Clasificación: |
507.1 |
| Resumen: |
Este volumen editado presenta investigaciones actuales innovadoras en el campo de la educación científica. Los capítulos abordan una amplia variedad de temas y enfoques de investigación, realizados en una variedad de contextos y entornos. Juntos hacen una fuerte contribución al conocimiento sobre la enseñanza y el aprendizaje de las ciencias. El libro consta de presentaciones seleccionadas de la 12.ª Conferencia de la Asociación Europea de Investigación en Educación Científica (ESERA), celebrada en Dublín, Irlanda, del 21 al 25 de agosto de 2017. La comunidad ESERA está formada por profesionales con diversos antecedentes disciplinarios, desde ciencias naturales hasta ciencias sociales. . Esta diversidad permite una rica comprensión de los aspectos cognitivos y afectivos de la enseñanza y el aprendizaje de las ciencias. Los estudios contenidos en este libro estimularán la discusión y el interés en encontrar nuevas formas de implementar e investigar la educación científica para el futuro. Los veintidós capítulos de este libro se presentan en cuatro partes que destacan enfoques innovadores de la ciencia escolar, identidades emergentes en la educación científica, enfoques para desarrollar progresiones de aprendizaje y competencia, y formas de mejorar la formación del profesorado de ciencias. Esta colección de estudios muestra las orientaciones actuales de la investigación en educación científica y es de interés para profesores de ciencias, formadores de docentes e investigadores en educación científica de todo el mundo con el compromiso de unir la investigación y la práctica en la enseñanza y el aprendizaje de las ciencias. |
| Nota de contenido: |
1. Introduction; Eilish McLoughlin, Odilla E. Finlayson, Sibel Erduran and Peter E. Childs -- PART 1: Innovative Approaches to School Science -- 2. Science Education: A Balancing Act Between Research in University, Daily Instruction in Schools and Politics in Education Ministries; Peter Labudde -- 3. Energy teaching at high school based on history and philosophy of science; Manuel Bächtold and Valérie Munier -- 4. An explorative laboratory study: Changing representations of functional dependencies in physics class of lower secondary school; Marie-Annette Geyer and Gesche Pospiech -- 5. Multiple external representations (MER) as a component of special language in biology; Christina Beck and Claudia Nerdel -- 6. Heat angels and paper cups: Discovering pupils' multimodal experiences of heat using thermal cameras; Andreas Larsson, Matilda Stafstedt and Konrad J. Schönborn -- 7. Science or magic? Reactions of 5 years old pupils to a counter-intuitive experiment; Estelle Blanquet and Eric Picholle -- PART 2: Emerging Identities in Science Education -- 8. Using theoretical and methodological triangulation to study motivation in the science classroom; Jenny M. Hellgren -- 9. Students' Awareness of Working Life Skills in the UK, Finland and Germany; Anssi Salonen, Anu Hartikainen-Ahia, Tuula Keinonen, Inês Direito, John Connolly, Annette Scheersoi and Lara Weiser -- 10. Participation and Learner Trajectories in Computing; Anne-Kathrin Peters -- 11. Addressing Complexity in Science/Environment/Health Pedagogy; Albert Zeyer, Nuria Álvaro, Julia Arnold, J. Christian Benninghaus, Helen Hasslöf, Kerstin Kremer, Mats Lundström, Olga Mayoral, Jesper Sjöström, Sandra Sprenger, Valentín Gavidia, and Alla Keselman -- 12. Promoting Students' Critical and Active Engagement in Socio-scientific Problems: Inter/Trans-national Perspectives; Larry Bencze, Lyn Carter, Audrey Groleau, Mirjan Krstovic, Ralph Levinson, Jenny Martin, Isabel Martins, Chantal Pouliot and Matthew Weinstein -- 13. Understandings of Scientific Inquiry: An International Collaborative Investigation of Grade Sseven Students; Judith S. Lederman, Norman G. Lederman, Selina L. Bartels and Juan P. Jimanez -- PART 3: Learning Progressions and Competences -- 14. Frantic Standstill and Lack of Future: how can Science education take care of students' distopic Perceptions of time?; Giulia Tasquier, Laura Branchetti and Olivia Levrini -- 15. What does it mean to understand a physics equation? A study of undergraduate answers in three countries; John Airey, Josefine Grundström Lindqvist, and Rebecca Lippmann Kung -- 16. Affordances and constraints of learning progression designs in supporting formative assessment; Erin Marie Furtak and Kelsey Tayne -- 17. Learning progressions and competence models – a comparative illustration through models and modeling in science education; Annette Upmeier zu Belzen, Alicia C. Alonzo, Moritz Krell and Dirk Krüger -- 18. Sciences teaching through the lenses of students - lower secondary school; Eva Pennegård -- 19. Change in first graders' science-related competence beliefs during digitally intensive science workshops; Anni Loukomies, Kalle Juuti, Jari Lavonen and Katariina Salmela-Aro -- PART 4: Enhancing Science Teacher Education -- 20. The value of school partnerships in improving primary science teaching; Irina Kudenko, Pauline Hoyle and Ben Dunn -- 21. A Design-based Process in Characterizing Experienced Teachers' Formative Assessment Enactment in Science Classrooms; Hannah Sevian and Vesal Dini -- 22. Teachers' training in developing nanoscience and nanotechnology teaching module in the context of a community of learners; Giannis Sgouros and Dimitris Stavrou -- 23. Developing pre-service teachers' competencies of students' allergies management in school environment; Iztok Devetak, Sonja Posega Devetak and Tina Vesel. |
| Tipo de medio : |
Computadora |
| Summary : |
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. |
| Enlace de acceso : |
https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] |
Bridging Research and Practice in Science Education : Selected Papers from the ESERA 2017 Conference [documento electrónico] / McLoughlin, Eilish, ; Finlayson, Odilla E., ; Erduran, Sibel, ; Childs, Peter E., . - 1 ed. . - [s.l.] : Springer, 2019 . - XXXV, 372 p. 61 ilustraciones. ISBN : 978-3-030-17219-0 Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés ( eng)
| Palabras clave: |
Docente Pruebas y mediciones educativas. Habilidades de estudio Enseñanza de las ciencias Enseñanza y formación docente Evaluación y pruebas Habilidades de estudio y aprendizaje |
| Clasificación: |
507.1 |
| Resumen: |
Este volumen editado presenta investigaciones actuales innovadoras en el campo de la educación científica. Los capítulos abordan una amplia variedad de temas y enfoques de investigación, realizados en una variedad de contextos y entornos. Juntos hacen una fuerte contribución al conocimiento sobre la enseñanza y el aprendizaje de las ciencias. El libro consta de presentaciones seleccionadas de la 12.ª Conferencia de la Asociación Europea de Investigación en Educación Científica (ESERA), celebrada en Dublín, Irlanda, del 21 al 25 de agosto de 2017. La comunidad ESERA está formada por profesionales con diversos antecedentes disciplinarios, desde ciencias naturales hasta ciencias sociales. . Esta diversidad permite una rica comprensión de los aspectos cognitivos y afectivos de la enseñanza y el aprendizaje de las ciencias. Los estudios contenidos en este libro estimularán la discusión y el interés en encontrar nuevas formas de implementar e investigar la educación científica para el futuro. Los veintidós capítulos de este libro se presentan en cuatro partes que destacan enfoques innovadores de la ciencia escolar, identidades emergentes en la educación científica, enfoques para desarrollar progresiones de aprendizaje y competencia, y formas de mejorar la formación del profesorado de ciencias. Esta colección de estudios muestra las orientaciones actuales de la investigación en educación científica y es de interés para profesores de ciencias, formadores de docentes e investigadores en educación científica de todo el mundo con el compromiso de unir la investigación y la práctica en la enseñanza y el aprendizaje de las ciencias. |
| Nota de contenido: |
1. Introduction; Eilish McLoughlin, Odilla E. Finlayson, Sibel Erduran and Peter E. Childs -- PART 1: Innovative Approaches to School Science -- 2. Science Education: A Balancing Act Between Research in University, Daily Instruction in Schools and Politics in Education Ministries; Peter Labudde -- 3. Energy teaching at high school based on history and philosophy of science; Manuel Bächtold and Valérie Munier -- 4. An explorative laboratory study: Changing representations of functional dependencies in physics class of lower secondary school; Marie-Annette Geyer and Gesche Pospiech -- 5. Multiple external representations (MER) as a component of special language in biology; Christina Beck and Claudia Nerdel -- 6. Heat angels and paper cups: Discovering pupils' multimodal experiences of heat using thermal cameras; Andreas Larsson, Matilda Stafstedt and Konrad J. Schönborn -- 7. Science or magic? Reactions of 5 years old pupils to a counter-intuitive experiment; Estelle Blanquet and Eric Picholle -- PART 2: Emerging Identities in Science Education -- 8. Using theoretical and methodological triangulation to study motivation in the science classroom; Jenny M. Hellgren -- 9. Students' Awareness of Working Life Skills in the UK, Finland and Germany; Anssi Salonen, Anu Hartikainen-Ahia, Tuula Keinonen, Inês Direito, John Connolly, Annette Scheersoi and Lara Weiser -- 10. Participation and Learner Trajectories in Computing; Anne-Kathrin Peters -- 11. Addressing Complexity in Science/Environment/Health Pedagogy; Albert Zeyer, Nuria Álvaro, Julia Arnold, J. Christian Benninghaus, Helen Hasslöf, Kerstin Kremer, Mats Lundström, Olga Mayoral, Jesper Sjöström, Sandra Sprenger, Valentín Gavidia, and Alla Keselman -- 12. Promoting Students' Critical and Active Engagement in Socio-scientific Problems: Inter/Trans-national Perspectives; Larry Bencze, Lyn Carter, Audrey Groleau, Mirjan Krstovic, Ralph Levinson, Jenny Martin, Isabel Martins, Chantal Pouliot and Matthew Weinstein -- 13. Understandings of Scientific Inquiry: An International Collaborative Investigation of Grade Sseven Students; Judith S. Lederman, Norman G. Lederman, Selina L. Bartels and Juan P. Jimanez -- PART 3: Learning Progressions and Competences -- 14. Frantic Standstill and Lack of Future: how can Science education take care of students' distopic Perceptions of time?; Giulia Tasquier, Laura Branchetti and Olivia Levrini -- 15. What does it mean to understand a physics equation? A study of undergraduate answers in three countries; John Airey, Josefine Grundström Lindqvist, and Rebecca Lippmann Kung -- 16. Affordances and constraints of learning progression designs in supporting formative assessment; Erin Marie Furtak and Kelsey Tayne -- 17. Learning progressions and competence models – a comparative illustration through models and modeling in science education; Annette Upmeier zu Belzen, Alicia C. Alonzo, Moritz Krell and Dirk Krüger -- 18. Sciences teaching through the lenses of students - lower secondary school; Eva Pennegård -- 19. Change in first graders' science-related competence beliefs during digitally intensive science workshops; Anni Loukomies, Kalle Juuti, Jari Lavonen and Katariina Salmela-Aro -- PART 4: Enhancing Science Teacher Education -- 20. The value of school partnerships in improving primary science teaching; Irina Kudenko, Pauline Hoyle and Ben Dunn -- 21. A Design-based Process in Characterizing Experienced Teachers' Formative Assessment Enactment in Science Classrooms; Hannah Sevian and Vesal Dini -- 22. Teachers' training in developing nanoscience and nanotechnology teaching module in the context of a community of learners; Giannis Sgouros and Dimitris Stavrou -- 23. Developing pre-service teachers' competencies of students' allergies management in school environment; Iztok Devetak, Sonja Posega Devetak and Tina Vesel. |
| Tipo de medio : |
Computadora |
| Summary : |
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. |
| Enlace de acceso : |
https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] |
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