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Full Description
This book is based on presentations at the International Science Education Conference (ISEC) 2014. It showcases a selection of the best papers by researchers and science teachers from the Asia-Pacific region, North America and the United Kingdom. Centered on the theme of "Pushing the boundaries - Investing in our future", they pursue new ways of helping learners appreciate the diversity and changes in science that result from a globalised world facing complex and diverse environmental and technological issues. The chapters touch on various themes in science education that explore and investigate issues of scientific literacy, societal challenges and affect, and teacher professional development. Its comprehensive themes make it a valuable textbook for graduate students of master's and Ph.D. programs. It also appeals to pre-service and in-service teachers as a resource on innovative pedagogical practices and creative methods of professional development. With a selection that emphasises the research-practice nexus in education research, it serves as an introductory handbook for teachers to connect with the current issues facing science education.
Contents
Section A: Practices of Science.- 1 From lists in pieces to coherent wholes: nature of science, scientific practices and science teacher education.- 2 Introducing modelling into school science.- 3 Exploring mechanistic reasoning in chemistry.- 4 Supporting scientific report writing in a chemistry classroom.- 5 Exploring 'the thinking behind the doing' in an investigation: Students' understanding of variables.- Section B: Societal and Affective Dimensions of Science.- 6 On the convergent between science and environmental education.- 7 Science education and promises and prospects of interest.- 8 Nature teachers: Young children's experiences learning science outdoors.- 9 Affordances of purposeful play.- Section C: Teacher Professional Development.- 10 Changing practice: The impact of research.- 11 Showcasing Singapore Science Teachers' Research.- 12 Coherence in the teaching of South African chemistry lessons.- 13 Collaborative classroom based teacher professional learning model.- 14 PCKdevelopment in experienced biology teachers in their first attempts at teaching a new topic.
