Información del autor
Autor Erduran, Sibel |
Documentos disponibles escritos por este autor (2)
Crear una solicitud de compra Refinar búsquedaBridging Research and Practice in Science Education / McLoughlin, Eilish ; Finlayson, Odilla E. ; Erduran, Sibel ; Childs, Peter E.
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 [...]
Título : Transforming Teacher Education Through the Epistemic Core of Chemistry : Empirical Evidence and Practical Strategies Tipo de documento: documento electrónico Autores: Erduran, Sibel, ; Kaya, Ebru, Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2019 Número de páginas: XXIV, 189 p. 34 ilustraciones ISBN/ISSN/DL: 978-3-030-15326-7 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: Aprendizaje Psicología de Docente Enseñanza de las ciencias Psicología Instruccional Enseñanza y formación docente Estudios curriculares Filosofía de la educación Clasificación: 507.1 Resumen: Este libro sintetiza perspectivas teóricas, evidencia empírica y estrategias prácticas para mejorar la formación docente en química. Muchas lecciones de química implican actividades absurdas tipo "libro de cocina" en las que estudiantes y profesores siguen recetas, memorizan fórmulas y recuerdan hechos sin comprender cómo y por qué funciona el conocimiento en química. Aprovechando áreas de investigación tradicionalmente dispares, el libro investiga cómo hacer que la educación química sea más significativa tanto para los estudiantes como para los profesores. Proporciona un ejemplo de cómo se pueden unir la teoría y la práctica en la educación química. Reflexiona sobre la naturaleza del conocimiento en química haciendo referencia a perspectivas teóricas desde la filosofía de la química. Se basa en evidencia empírica de investigaciones sobre la formación docente e ilustra estrategias y recursos concretos que pueden ser utilizados por los formadores de docentes. El libro describe el diseño y la implementación de un proyecto innovador de formación docente para mostrar el impacto de una intervención en los futuros docentes. El libro muestra cómo, al hacer uso de representaciones visuales y analogías, el proyecto hace que algunas ideas bastante abstractas y complejas sean accesibles a los futuros docentes. Respaldo 1: La enseñanza y el aprendizaje con historia y filosofía de la química ha sido, y sigue siendo, respaldada por educadores científicos. Si bien los documentos sobre estándares de educación científica en muchos países también enfatizan la importancia de la enseñanza y el aprendizaje, el enfoque todavía adolece de una implementación ineficaz en la enseñanza de las ciencias en las escuelas. Este libro escrito por dos educadores experimentados en educación química es una adición importante, válida y útil para todos aquellos que participan en la enseñanza y el aprendizaje de la química tanto en los niveles educativos secundarios como terciarios. El libro también es una buena contribución para presentar a los lectores la evolución del conocimiento de la química. Profesor Avi Hofstein, Profesor Emérito de Educación en Química, Instituto Weizmann de Ciencias, Israel Respaldo 2: Este libro es útil para que los profesores refuercen y aclaren su propia comprensión de los argumentos filosóficos en los conceptos de química. Definitivamente usaría este libro para preparar a mis profesores en formación y en formación para enseñar química porque pone los argumentos filosóficos en un enfoque tangible. Ofrece a los formadores de docentes enfoques claros para organizar este tipo tan profundo de instrucción. Las entrevistas y los dibujos de muestra ayudan a los profesores a anticipar conceptos que pueden resultar difíciles y les proporcionan una idea de qué esperar de sus alumnos cuando se dedican a comprender los fundamentos epistémicos de la química. Profesora Erin Peters Burton, Directora del Centro para la Equidad Social a través de la Educación Científica, Universidad George Mason, EE.UU. Nota de contenido: Dedication -- Foreword -- Preface -- Authors' Introduction -- Chapter 1. Philosophy of Chemistry and Chemistry Education -- 1.1 Introduction -- 1.2 Arguments about chemistry teaching -- 1.3 Chemistry Curriculum Development: A Brief Overview -- 1.4 Philosophy of Chemistry: A New Source of Information for Chemistry Education -- 1.5 Benefits of Learning Epistemic Themes in Chemistry Education -- 1.6 Rationale and Outline of the Book -- 1.7 Conclusions -- Chapter 2. Defining the Epistemic Core of Chemistry -- 2.1 Introduction -- 2.2 Aims and Values in Chemistry -- 2.3 Practices in Chemistry -- 2.4 Methods in Chemistry -- 2.5 Knowledge in Chemistry -- 2.6 Applying the Epistemic Core to Chemistry Concepts -- 2.7 Implications for Chemistry Education -- 2.8 Conclusions -- Chapter 3. Epistemic Beliefs and Teacher Education -- 3.1 Introduction -- 3.2 Epistemology and Teacher Education -- 3.3 Epistemic Beliefs -- 3.4 Teachers' Knowledge and Learning -- 3.5 Strategies for Supporting Chemistry Teacher's Epistemic Thinking -- 3.5.1 Argumentation -- 3.5.2 Visualisation -- 3.5.3 Analogies -- 3.6 Development of Pre-Service Teachers' Epistemic Thinking -- 3.7 Teacher Education in National Context -- 3.7.1 Contrast of Teacher Education Programmes at Oxford and Bogazici -- 3.8 Conclusions -- Chapter 4. Incorporating the Epistemic Core in Teacher Education Practice -- 4.1 Introduction -- 4.2 Teacher Education Context in Turkey -- 4.3 Design of Teacher Education Sessions -- 4.3.1 Session on Introduction to Nature of Science -- 4.3.2 Session on the Family Resemblance Approach -- 4.3.3 Session on Aims and Values of Science -- 4.3.4 Session on Scientific Methods -- 4.3.5 Session on Scientific Practices -- 4.3.6 Session on Scientific Knowledge -- 4.3.7 Session on Generative Images of the Epistemic Core -- 4.4 Lesson Ideas on Chemistry Topics Produced by Pre-Service Teachers -- 4.4.1 Lesson Ideas on Aims and Values -- 4.4.2 Lesson Ideas on Practices -- 4.4.3 Lesson Ideas on Methods -- 4.4.4 Lesson Ideas on Knowledge -- 4.5 Conclusions -- Chapter 5. Pre-Service Chemistry Teachers' Representations and Perceptions of the Epistemic Core: A Thematic Analysis -- 5.1 Introduction -- 5.2 Tracing Pre-Service Teachers' Representations and Perceptions -- 5.3 Defining Aims and Values of Science -- 5.4 Types of Scientific Practices -- 5.5 Diversity of Scientific Methods -- 5.6 Coherence among Knowledge Forms and the Growth of Knowledge -- 5.7 Conclusions -- Chapter 6. The Impact of Teacher Education on Understanding the Epistemic Core: Focusing on one Pre-Service Chemistry Teacher -- 6.1 Introduction -- 6.2 Representations and Perceptions of Aims and Values.-6.3 Representations and Perceptions of Scientific Practices -- 6.4 Representations and Perceptions of Scientific Methods -- 6.5 Representations and Perceptions of Scientific Knowledge -- 6.6 Conclusions -- Chapter 7. Learning and Teaching about Philosophy of Chemistry: Teacher Educators' Reflections -- 7.1 Introduction -- 7.2 Journey to Teacher Education -- 7.3 Background in History and Philosophy of Science -- 7.4 Experiences in Incorporating Nature of Chemistry in Teacher Education -- 7.5 Transforming Theoretical Frameworks into Empirical Research -- 7.6 Conclusions -- Chapter 8. Towards Development of Epistemic Identity in Chemistry Teacher Education -- 8.1 Introduction -- 8.2 A Framework of Epistemic Identity -- 8.3 Epistemic Identity and Teacher Education -- 8.4 Implications for Future Research -- 8.5 Strengths and Limitations of the Book -- 8.5 Conclusions -- Authors' Biographies. Tipo de medio : Computadora Summary : This book synthesizes theoretical perspectives, empirical evidence and practical strategies for improving teacher education in chemistry. Many chemistry lessons involve mindless "cookbook" activities where students and teachers follow recipes, memorise formulae and recall facts without understanding how and why knowledge in chemistry works. Capitalising on traditionally disparate areas of research, the book investigates how to make chemistry education more meaningful for both students and teachers. It provides an example of how theory and practice in chemistry education can be bridged. It reflects on the nature of knowledge in chemistry by referring to theoretical perspectives from philosophy of chemistry. It draws on empirical evidence from research on teacher education, and illustrates concrete strategies and resources that can be used by teacher educators. The book describes the design and implementation of an innovative teacher education project to show the impact of an intervention on pre-service teachers. The book shows how, by making use of visual representations and analogies, the project makes some fairly abstract and complex ideas accessible to pre-service teachers. Endorsement 1: Teaching and learning with history and philosophy of chemistry has been, and continues to be, supported by science educators. While science education standards documents in many countries also stress the importance of teaching and learning the approach still suffers from ineffective implementation in school science teaching. This book by two experienced chemistry education educators is an important, valid, and usable addition to all those who are involved in teaching and learning chemistry in both secondary and tertiary educational levels. The book is also a good contribution for presenting the readers the evolution of chemistry knowledge. Professor Avi Hofstein, Emeritus Professor of Chemistry Education, The Weizmann Institute of Science, Israel Endorsement 2: This book is helpful for teachers to reinforce and clarify their own understanding of philosophical arguments in chemistry concepts. I would definitely use this book in preparing both my pre-service and in-service teachers to teach chemistry because it brings philosophical arguments into tangible focus. It offers teacher educators clear approaches to organizing this very deep type of instruction. The interviews and sample drawings helps instructors to anticipate concepts that may be difficult, and they provide teachers with a sense of what to expect from their learners when engaged in understanding epistemic foundations of chemistry. Professor Erin Peters Burton, Director of Center for Social Equity through Science Education, George Mason University, USA. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Transforming Teacher Education Through the Epistemic Core of Chemistry : Empirical Evidence and Practical Strategies [documento electrónico] / Erduran, Sibel, ; Kaya, Ebru, . - 1 ed. . - [s.l.] : Springer, 2019 . - XXIV, 189 p. 34 ilustraciones.
ISBN : 978-3-030-15326-7
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: Aprendizaje Psicología de Docente Enseñanza de las ciencias Psicología Instruccional Enseñanza y formación docente Estudios curriculares Filosofía de la educación Clasificación: 507.1 Resumen: Este libro sintetiza perspectivas teóricas, evidencia empírica y estrategias prácticas para mejorar la formación docente en química. Muchas lecciones de química implican actividades absurdas tipo "libro de cocina" en las que estudiantes y profesores siguen recetas, memorizan fórmulas y recuerdan hechos sin comprender cómo y por qué funciona el conocimiento en química. Aprovechando áreas de investigación tradicionalmente dispares, el libro investiga cómo hacer que la educación química sea más significativa tanto para los estudiantes como para los profesores. Proporciona un ejemplo de cómo se pueden unir la teoría y la práctica en la educación química. Reflexiona sobre la naturaleza del conocimiento en química haciendo referencia a perspectivas teóricas desde la filosofía de la química. Se basa en evidencia empírica de investigaciones sobre la formación docente e ilustra estrategias y recursos concretos que pueden ser utilizados por los formadores de docentes. El libro describe el diseño y la implementación de un proyecto innovador de formación docente para mostrar el impacto de una intervención en los futuros docentes. El libro muestra cómo, al hacer uso de representaciones visuales y analogías, el proyecto hace que algunas ideas bastante abstractas y complejas sean accesibles a los futuros docentes. Respaldo 1: La enseñanza y el aprendizaje con historia y filosofía de la química ha sido, y sigue siendo, respaldada por educadores científicos. Si bien los documentos sobre estándares de educación científica en muchos países también enfatizan la importancia de la enseñanza y el aprendizaje, el enfoque todavía adolece de una implementación ineficaz en la enseñanza de las ciencias en las escuelas. Este libro escrito por dos educadores experimentados en educación química es una adición importante, válida y útil para todos aquellos que participan en la enseñanza y el aprendizaje de la química tanto en los niveles educativos secundarios como terciarios. El libro también es una buena contribución para presentar a los lectores la evolución del conocimiento de la química. Profesor Avi Hofstein, Profesor Emérito de Educación en Química, Instituto Weizmann de Ciencias, Israel Respaldo 2: Este libro es útil para que los profesores refuercen y aclaren su propia comprensión de los argumentos filosóficos en los conceptos de química. Definitivamente usaría este libro para preparar a mis profesores en formación y en formación para enseñar química porque pone los argumentos filosóficos en un enfoque tangible. Ofrece a los formadores de docentes enfoques claros para organizar este tipo tan profundo de instrucción. Las entrevistas y los dibujos de muestra ayudan a los profesores a anticipar conceptos que pueden resultar difíciles y les proporcionan una idea de qué esperar de sus alumnos cuando se dedican a comprender los fundamentos epistémicos de la química. Profesora Erin Peters Burton, Directora del Centro para la Equidad Social a través de la Educación Científica, Universidad George Mason, EE.UU. Nota de contenido: Dedication -- Foreword -- Preface -- Authors' Introduction -- Chapter 1. Philosophy of Chemistry and Chemistry Education -- 1.1 Introduction -- 1.2 Arguments about chemistry teaching -- 1.3 Chemistry Curriculum Development: A Brief Overview -- 1.4 Philosophy of Chemistry: A New Source of Information for Chemistry Education -- 1.5 Benefits of Learning Epistemic Themes in Chemistry Education -- 1.6 Rationale and Outline of the Book -- 1.7 Conclusions -- Chapter 2. Defining the Epistemic Core of Chemistry -- 2.1 Introduction -- 2.2 Aims and Values in Chemistry -- 2.3 Practices in Chemistry -- 2.4 Methods in Chemistry -- 2.5 Knowledge in Chemistry -- 2.6 Applying the Epistemic Core to Chemistry Concepts -- 2.7 Implications for Chemistry Education -- 2.8 Conclusions -- Chapter 3. Epistemic Beliefs and Teacher Education -- 3.1 Introduction -- 3.2 Epistemology and Teacher Education -- 3.3 Epistemic Beliefs -- 3.4 Teachers' Knowledge and Learning -- 3.5 Strategies for Supporting Chemistry Teacher's Epistemic Thinking -- 3.5.1 Argumentation -- 3.5.2 Visualisation -- 3.5.3 Analogies -- 3.6 Development of Pre-Service Teachers' Epistemic Thinking -- 3.7 Teacher Education in National Context -- 3.7.1 Contrast of Teacher Education Programmes at Oxford and Bogazici -- 3.8 Conclusions -- Chapter 4. Incorporating the Epistemic Core in Teacher Education Practice -- 4.1 Introduction -- 4.2 Teacher Education Context in Turkey -- 4.3 Design of Teacher Education Sessions -- 4.3.1 Session on Introduction to Nature of Science -- 4.3.2 Session on the Family Resemblance Approach -- 4.3.3 Session on Aims and Values of Science -- 4.3.4 Session on Scientific Methods -- 4.3.5 Session on Scientific Practices -- 4.3.6 Session on Scientific Knowledge -- 4.3.7 Session on Generative Images of the Epistemic Core -- 4.4 Lesson Ideas on Chemistry Topics Produced by Pre-Service Teachers -- 4.4.1 Lesson Ideas on Aims and Values -- 4.4.2 Lesson Ideas on Practices -- 4.4.3 Lesson Ideas on Methods -- 4.4.4 Lesson Ideas on Knowledge -- 4.5 Conclusions -- Chapter 5. Pre-Service Chemistry Teachers' Representations and Perceptions of the Epistemic Core: A Thematic Analysis -- 5.1 Introduction -- 5.2 Tracing Pre-Service Teachers' Representations and Perceptions -- 5.3 Defining Aims and Values of Science -- 5.4 Types of Scientific Practices -- 5.5 Diversity of Scientific Methods -- 5.6 Coherence among Knowledge Forms and the Growth of Knowledge -- 5.7 Conclusions -- Chapter 6. The Impact of Teacher Education on Understanding the Epistemic Core: Focusing on one Pre-Service Chemistry Teacher -- 6.1 Introduction -- 6.2 Representations and Perceptions of Aims and Values.-6.3 Representations and Perceptions of Scientific Practices -- 6.4 Representations and Perceptions of Scientific Methods -- 6.5 Representations and Perceptions of Scientific Knowledge -- 6.6 Conclusions -- Chapter 7. Learning and Teaching about Philosophy of Chemistry: Teacher Educators' Reflections -- 7.1 Introduction -- 7.2 Journey to Teacher Education -- 7.3 Background in History and Philosophy of Science -- 7.4 Experiences in Incorporating Nature of Chemistry in Teacher Education -- 7.5 Transforming Theoretical Frameworks into Empirical Research -- 7.6 Conclusions -- Chapter 8. Towards Development of Epistemic Identity in Chemistry Teacher Education -- 8.1 Introduction -- 8.2 A Framework of Epistemic Identity -- 8.3 Epistemic Identity and Teacher Education -- 8.4 Implications for Future Research -- 8.5 Strengths and Limitations of the Book -- 8.5 Conclusions -- Authors' Biographies. Tipo de medio : Computadora Summary : This book synthesizes theoretical perspectives, empirical evidence and practical strategies for improving teacher education in chemistry. Many chemistry lessons involve mindless "cookbook" activities where students and teachers follow recipes, memorise formulae and recall facts without understanding how and why knowledge in chemistry works. Capitalising on traditionally disparate areas of research, the book investigates how to make chemistry education more meaningful for both students and teachers. It provides an example of how theory and practice in chemistry education can be bridged. It reflects on the nature of knowledge in chemistry by referring to theoretical perspectives from philosophy of chemistry. It draws on empirical evidence from research on teacher education, and illustrates concrete strategies and resources that can be used by teacher educators. The book describes the design and implementation of an innovative teacher education project to show the impact of an intervention on pre-service teachers. The book shows how, by making use of visual representations and analogies, the project makes some fairly abstract and complex ideas accessible to pre-service teachers. Endorsement 1: Teaching and learning with history and philosophy of chemistry has been, and continues to be, supported by science educators. While science education standards documents in many countries also stress the importance of teaching and learning the approach still suffers from ineffective implementation in school science teaching. This book by two experienced chemistry education educators is an important, valid, and usable addition to all those who are involved in teaching and learning chemistry in both secondary and tertiary educational levels. The book is also a good contribution for presenting the readers the evolution of chemistry knowledge. Professor Avi Hofstein, Emeritus Professor of Chemistry Education, The Weizmann Institute of Science, Israel Endorsement 2: This book is helpful for teachers to reinforce and clarify their own understanding of philosophical arguments in chemistry concepts. I would definitely use this book in preparing both my pre-service and in-service teachers to teach chemistry because it brings philosophical arguments into tangible focus. It offers teacher educators clear approaches to organizing this very deep type of instruction. The interviews and sample drawings helps instructors to anticipate concepts that may be difficult, and they provide teachers with a sense of what to expect from their learners when engaged in understanding epistemic foundations of chemistry. Professor Erin Peters Burton, Director of Center for Social Equity through Science Education, George Mason University, USA. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
