Insights from Research in Science Teaching and Learning [electronic resource] : Selected Papers from the ESERA 2013 Conference /
Papadouris, Nicos.editor.
Hadjigeorgiou, Angela.editor.
Constantinou, Constantinos P.editor.
This book includes studies that represent the state of the art in science education research and convey a sense of the variation in educational traditions around the world. The papers are organized into six main sections: science teaching processes, conceptual understanding, reasoning strategies, early years science education, and affective and social aspects of science teaching and learning. The volume features 18 papers, selected from the most outstanding papers presented during the 10th European Science Education Research Association (ESERA) Conference, held in Nicosia, Cyprus, in September 2013. The theme of the conference was "Science Education Research for Evidence-based Teaching and Coherence in Learning". The studies presented underline aspects of great relevance in contemporary science education: the need to reflect on different approaches to enhance our knowledge of learning processes and the role of context, designed or circumstantial, formal or non-formal, in learning and instruction. These studies are innovative in the issues they explore, the methods they use, or the ways in which emergent knowledge in the field is represented. The book is of interest to science educators and science education researchers with a commitment to evidence informed teaching and learning.
"The 10th European Science Education Research Association (ESERA) Conference which was held in Nicosia, Cyprus, in 2013."
Includes bibliographical references at the end of each chapters and indexes.
Part 1: Overview of the Book -- Introduction -- Part 2: Science Teaching Processes -- How does knowledge live in a classroom?, Andrée Tiberghien -- Process-oriented and product-oriented assessment of experimental skills in physics: A comparison, Nico Schreiber, Heike Theyßen and Horst Schecker -- Students' use of science and mathematics in practical projects in design & technology, Berit Bungum, Bjørn-Tore Esjeholm & Dag Atle Lysne -- Can the principles of topic specific PCK be applied across science topics? Teaching PCK in a pre-service programme, Marissa Rollnick and Elizabeth Mavhunga -- The efficacy of visuohaptic simulations in teaching concepts of thermal energy, pressure and random motion, Gail Jones, Gina Childers, Brandon Emig, Joel Chevrier, Vanessa Stevens, Hong Tan -- Part 3: Conceptual Understanding -- Content-focused research for innovation in teaching and learning electromagnetism: approaches from the GIREP community, Jenaro Guisasola, Marcus Hartlapp, Ryan Hazelton, Paula Heron, Ian Lawrence, Marisa Michelini, Wim Peeters, Gesche Pospiech, Alberto Stefanel, Stefano Vercellati and Kristina Zuza -- Talking about electricity: the importance of hearing gestures as well as words, Carol Callinan -- Part 4: Reasoning Strategies in Science Learning -- Students' reasoning in making predictions about novel situations: the role of self-generated analogies, Nikolaos Fotou and Ian Abrahams -- Relations made between Reality - Theoretical Models - Mathematics during Physics lessons in upper-secondary school, Andreas Redfors, Lena Hansson, Örjan Hansson and Kristina Juter -- From Algorithmic Science Teaching to 'Know'-to Research-Based Transformative Inter/Transdisciplinary Learning to 'Think'; Problem Solving in the STES/STEM and Sustainability Contexts, Uri Zoller -- Scientific argumentation model (sam): a heuristic for reading research articles by science students, Edwin van Lacum, Marcel Koeneman, Miriam Ossevoort and Martin Goedhart -- Part 5: Early Years Science Education -- Identifying and enhancing the science within early years holistic practice, Terry Russell and Linda McGuigan -- 'Creative Little Scientists' project: Mapping and comparative assessment of early years science education policy and practice, Fani Stylianidou, Esme Glauert, Dimitris Rossis, Sari Havu-Nuutinen -- Part 6: Affective and Social Aspects of Science Teaching/Learning -- The future of European STEM workforce: what secondary school pupils of Europe think about STEM industry and careers, Irina Kudenko and Àgueda Gras-Velázquez -- Which answering strategies do low achievers use to solve PISA science items? Florence Le Hebel, Pascale Montpied and Andrée Tiberghien -- Teaching material to introduce students with hearing loss to scientific reasoning and working - A contribution to the development of inclusive chemistry education -- Adejoke Adesokan and Christiane S. Reiners -- From general science teaching to discipline-specific science teaching: Physics instruction and students'subject-related interest levels during the transition from primary to secondary school, Lena Mareike Walper, Katharina Pollmeier, Kim Lange, Thilo Kleickmann and Kornelia Möller -- Second Chance Schools in Greece: A critical analysis of science teachers' views and practices on designing scientific literacy curricula, Spyros Kollas and Krystallia Halkia -- List of Reviewers -- Author Index -- Subject Index.
This book includes studies that represent the state of the art in science education research and convey a sense of the variation in educational traditions around the world. The papers are organized into six main sections: science teaching processes, conceptual understanding, reasoning strategies, early years science education, and affective and social aspects of science teaching and learning. The volume features 18 papers, selected from the most outstanding papers presented during the 10th European Science Education Research Association (ESERA) Conference, held in Nicosia, Cyprus, in September 2013. The theme of the conference was "Science Education Research for Evidence-based Teaching and Coherence in Learning". The studies presented underline aspects of great relevance in contemporary science education: the need to reflect on different approaches to enhance our knowledge of learning processes and the role of context, designed or circumstantial, formal or non-formal, in learning and instruction. These studies are innovative in the issues they explore, the methods they use, or the ways in which emergent knowledge in the field is represented. The book is of interest to science educators and science education researchers with a commitment to evidence informed teaching and learning.
Science
Science Education.
Learning & Instruction.
Teaching and Teacher Education.