Successful science education practices : exploring what, why, and how they worked / Christine Redman, editor.

Format:

Book

Contributor:

Redman, Christine.

Series:

Education in a competitive and globalizing world series.

Education in a competitive and globalizing world

Language:

English

Subjects (All):

Science--Study and teaching (Elementary)--Australia.

Science.

Physical Description:

1 online resource (322 p.)

Edition:

1st ed.

Place of Publication:

New York : Nova Science Publishers, Inc., c2013.

Language Note:

English

Summary:

This book has been designed to provide a conduit for the pre-service and beginning teacher of science to access contemporary educational research. The chapters offer researched forms of classroom practices that are also easy to transfer into classrooms. The teaching of chemistry, biology, astronomy and physics, and Primary Science teaching, are discussed with a focus on new technology tools, as well as important topics for the new teacher of science. This includes providing different types of feedback; the value of developing a supportive network of colleagues; planning for science teaching effectively; the types and contribution of models in science teaching and how they contribute to thinking, great ways to utilise demonstrations; and challenging the learners alternative conceptions. New technologies are pervasive in many chapters, and are used to enrich and deepen the learning experiences possible for learners.

Contents:

Intro

SUCCESSFUL SCIENCE EDUCATION PRACTICES: EXPLORING WHAT, WHY AND HOW THEY WORKED

LIBRARY OF CONGRESS CATALOGING-IN-PUBLICATION DATA

CONTENTS

FOREWORD

CHAPTER OUTLINES

SUMMARY

Chapter 1: TEACHERS' FEEDBACK TO STUDENTS

ABSTRACT

INTRODUCTION

1) Unifying Ideas

SOURCES OF COMMON MISUNDERSTANDINGSIN SCIENCE AND TEACHER RESPONSES

I. Misunderstandings Relating to Conflict between "Real World"Observations and Scientific Explanation

II. Misconceptions Simply Due to an Incorrect Explanation, Often BecauseInsufficient Experiential Evidence Is Available to Support the ScientificallyCorrect Explanation

2. CORRECTING ERRORS AND MISCONCEPTIONS

FEEDBACK IN LABORATORY AND FIELDWORK SITUATIONS

3. RELATED RESEARCH

CONCLUSION

REFERENCES

Chapter 2: PLANNING FOR SCIENCE LEARNINGUSING THE 5E‟S: INCORPORATING ICTWITH PURPOSE AND CONFIDENCE

SCIENTIFIC LITERACY AND THE ROLE OF CONVERSATION

FRAMING THE WORK OF A SCIENCE EDUCATOR USING ICT

BACKGROUND IMPERATIVES UNDERPINNINGTHIS APPROACH FOR SCIENCE EDUCATION

THE CONTRIBUTIONS OF INFORMATIONCOMMUNICATION TECHNOLOGIES (ICT)

EFFECTIVE SCIENCE TEACHING WITH ICT

OUR VALUES AND EXPERIENCESINFLUENCE THE APPROACHES WE CHOOSE

ICT PRACTICES IN USE FOR SCIENCE EDUCATION

SOUND PEDAGOGICAL APPROACHESEMBEDDED INTO THE TEACHING

A WAY TO SCAFFOLD LEARNING ANDINCORPORATE ICT FOR EFFECTIVE LEARNING

UNPACKING EACH OF THE 5 PHASES OF THE 5E‟S -ENGAGE, EXPLORE, EXPLAIN, ELABORATE AND EVALUATE

SCIENCE EDUCATION LEADS TOSCIENTIFICALLY LITERATE RESULTS

THE IMPORTANCE OF LANGUAGEAND THE MEANINGS OF SCIENCE

QUALITY SCIENCE EDUCATION REQUIRES QUALITYAND ACTIVE SCIENCE LEARNING - WHAT DOESACTIVE ENGAGEMENT MEAN FOR THE LEARNER?.

THE CONTRIBUTION OF ICT TOOLS

STAGING THE SEQUENCE OF LEARNING

Chapter 3: WHAT CAN WE LEARN FROM CHINESE AND AUSTRALIAN PRIMARY SCHOOLSTUDENTS‟ PERCEPTIONS OF SCIENTISTSAND SCIENCE LEARNING

LITERATURE REVIEW

SCIENCE EDUCATION IN CHINA AND AUSTRALIA

STUDENTS‟ PERCEPTIONS OF SCIENTISTS AND SCIENCE

RESEARCH QUESTIONS

METHODOLOGY

FINDINGS

AUSTRALIAN STUDENTS‟ DRAWINGS

PART B. FINDINGS FROM THE INTERVIEWS

INTERVIEWS WITH THE CHINESE STUDENTS

INTERVIEWS WITH THE AUSTRALIAN STUDENTS

DISCUSSION

CHINESE AND AUSTRALIAN STUDENTS‟ IMAGES OF SCIENTISTS

CHINESE AND AUSTRALIAN STUDENTS‟PERCEPTIONS OF SCIENCE AND SCIENCE LEARNING

PART B. RESEARCH QUESTION 2

APPENDICES

Chapter 4: TALK ABOUT SMALL: CONVERSATIONS WITH YOUNG CHILDREN AT PLAYWITH MOLECULE SIMULATIONS

WHAT ARE „EVERYDAY MOLECULES‟?

WHY THIS STUDY? WHY NOW?

THE STUDY

RESULTS

Chapter 5: DEVELOPING A MORE CRITICAL APPROACHTO THE TEACHING OF ENVIRONMENTAL EDUCATION

FROM TEACHING TO RESEARCHING

AN OVERVIEW OF MODERN EDUCATION IN IRAN

NOVIN SCHOOL

AIMS AND METHODOLOGY OF THE STUDY

ANALYSIS AND FINDINGS

CLOSING THE "RHETORIC-REALITY GAP"

Chapter 6: DO YOU GET MY DRIFT? THE IMPORTANT INFLUENCE OF PERSONAL PRACTICALKNOWLEDGE ON ICT USE IN TEACHING

TWO TEACHERS, ONE SCHOOL

HOWARD‟S PEDAGOGY

ARLENE‟S PEDAGOGY

Chapter 7: THE ROLE OF DEMONSTRATIONS IN SUCCESSFULSCIENCE PRACTICES: THE PROMOTIONOF CHEMISTRY IN SCHOOL PROJECTS

A BRIEF HISTORY OF DEMONSRATIONSIN SCIENCE AND EDUCATION.

TEACHING CHEMISTRY AND THE ROLEOF THE LECTURE DEMONSTRATION

USING LECTURE DEMONSTRATION AND „MAGIC‟ IN SCIENCE!

PRODUCING A CHEMICAL MAGIC SHOW

SAFETY CONCERNS ASSOCIATED WITH CHEMICALDEMONSTRATIONS

THE PROMOTION OF CHEMISTRY IN SCHOOL PROJECTS:A CASE STUDY

Chapter 8: SPACE SCIENCE FOR TEACHERS

ACTIVITY HIGHLIGHTS

NATURE OF SCIENCE

ASSESSMENT

Chapter 9: TEACHING NEWTON‟S THIRD LAW

FINDINGS FROM STUDENTS‟ RESPONSES

TEACHERS‟ RESPONSES AND THEIR CURRENT TEACHINGSTYLES FOR TOPIC FORCES AND NEWTON‟S THIRD LAW

REVIEW OF LITERATURE ON TEACHING IMPLICATIONSABOUT FORCES AND NEWTON‟S THIRD LAW

SUGGESTED ALTERNATIVE APPROACHES TO TEACHING FORCESAND THE THIRD LAW

Chapter 10: USING MODELS IN TEACHINGAND LEARNING SCIENCE

WHAT IS A MODEL?

TYPES OF MODELS

STUDENTS‟ PERCEPTIONS OF MODELS

TEACHERS PERCEPTIONS OF MODELS

WHAT IS MODELLING ABILITY?

MODELS AND THE NATURE OF SCIENCE

MODELS IN THE PROCESS OF SCIENCE

MODELS IN THE CURRICULUM

THE ROLES OF MODELS

WHY USE MODELS?

TEACHING WITH MODELS APPROACH

PEDAGOGICAL CONTENT KNOWLEDGE OF MODELSAND MODELLING IN SCIENCE

DIGITAL TEACHING MODELS

Chapter 11: DOT DRAWING IN SCIENCE EDUCATION:MAKING LEARNING VISIBLE

THE MATERIAL DIMENSION

THE DOT IN ART

THE DOT IN SCIENCE

USING DOTS TO DRAW

ANIMATING THE DOT

CONSTRUCTING STORIES IN TIME

Chapter 12: ICT AND EFFECTIVE PRACTICES IN SCIENCEEDUCATION: LESSONS LEARNEDAND FUTURE DIRECTIONS

CURRENT ICT PRACTICE IN SCIENCE EDUCATION:A SELECTION OF INDICATIVE STUDIES.

ICT TEST BED: INNOVATION AND CHANGEIN PRIMARY AND SECONDARY EDUCATION

Chapter 13: THE COLLABORATIVE SCIENCE CLASSROOM:ICT-BASED APPROACHES

COLLABORATIVE PRACTICES

THEORETICAL TOUCHSTONES

IDEAS FOR COLLABORATION USING ICT

Chapter 14: THE SOCIAL, CULTURAL AND AFFECTIVEFACTORS THAT SUPPORT GOODPRACTICES WITH NEW TECHNOLOGIES

FOUR TEACHERS REFLECT ON NEW TECHNOLOGIESIN THEIR PRIMARY SCIENCE CLASSROOM

UNDERSTANDING THE PRACTICAL USE OF NEW TECHNOLOGIESWHEN WORKING WITH MODELS IN SCIENCE EDUCATION

THE APPROACH USED TO BETTER UNDERSTANDTEACHER‟S PRACTICES

FINE-GRAINED ANALYSIS OF THE CONVERSATIONWITH POSITIONING THEORY

MEETING THE FOUR TEACHERS AND UNDERSTANDINGTHEIR PERCEPTIONS OF THE TECHNOLOGIES

Chapter 15: TEACHERS‟ SECRET STORIES:USING CONVERSATIONS TO DISCLOSEINDIVIDUAL AND TEAM STORIES OF PLANNING

LENSES FOR ANALYSIS

COVER STORY OF SCHOOL A

SECRET STORY OF SCHOOL A

USING POSITIONING THEORY TO ANALYSE A GROUP INTERVIEW

REAL TEACHER‟S STORY 1: JANE

REAL TEACHER‟S STORY 2: MAX

REAL TEACHER‟S STORY 3: JASMINE

APPENDIX A: INTERVIEW TOPICS (ENGLISH AND CHINESE)

APPENDIX B: ADAPTED DRAW-A-SCIENTIST CHECKLIST (DAST-C)

APPENDIX C: EXCERPT FROM THE TABLE OF CONTENTS OF THESEMESTER 2, YEAR 2 CHINESE LANGUAGE TEXTBOOK

APPENDIX D: EXCERPT FROM THE TABLE OF CONTENTS OF THESEMESTER 2, YEAR 5 CHINESE LANGUAGE TEXTBOOK

INDEX.

Notes:

Description based upon print version of record.

Includes bibliographical references and index.

Description based on print version record.

ISBN:

1-62257-397-8

OCLC:

923666801