Issues of heterogeneity and cultural diversity in science education and science education research
Subtitle: a collection of invited papers inspired by the 21st Symposium on Chemical and Science Education held at the University of Dortmund, May 17-19, 2012
By: Sylvija Markic, Ingo Eilks, David di Fuccia, Bernd Ralle (Eds.).
Contributors: Symposium on Chemical and Science Education (21st : 2012 : Dortmund, Germany)
Series: Beiträge zur Didaktik; Beiträge zur Didaktik
Publisher: Shaker Verlag
Published: 2012
Place of publication: Aachen
Language: eng
Number of pages: 239
ISBN-13: 9783844015997
Subjects: Science; Congresses; Study and teaching; Social aspects; Philosophy
Notes: Includes bibliographical references.
Table of contents: title: Issues of heterogeneity and cultural diversity in science education and science education research / Ingo Eilks, Silvija Markic, David di Fuccia and Bernd Ralle; title: The importance of shared understanding: students' proficiency in scientific language / Joanne Broggy and George McClelland; title: Special language competencies: diagnosis and individual support / Hannah Busch and Bernd Ralle; title: Content-based pedagogy in culturally and linguistically diverse classrooms / Jennifer Miller; title: Science teaching in linguistically diverse classrooms / Linda Reibling; title: Lesson plans for student language heterogeneity while learning science / Silvija Markic; title: What is a potential scientist? Motivation to learn science: a question of culture or of cognition? / Albert Zeyer; title: Who is a "real" science teacher or student? Gendered and racialised discourses of school science / Eva Silfver; title: On the diversity of humans and the diversity of cultures: scientific and educational considerations / Ulrich Kattmann; title: Cultural influence on attitudes towards science / Funda Ornek; title: Teaching chemistry by inquiry methods in Arabic and Jewish schools in Israel: two comparative studies / Rachel Mamlok-Naaman, Yehudit Judy Dori and Avi Hofstein; title: Teaching chemistry in Brazil: one country, many realities / Carmen Fernandez; title: Standardisation practices: a mechanism to eliminate construct heterogeneity in the assessment of attainment in science subjects / Jack Holbrook, Robiul Kabir Chowdhury, Ali Hasan, Obaidus Sattar and Saleh Atahar Khan; title: Empowerment and heterogeneity amont talented pre-university science students in an enriched learning environment / A.E. van der Valk and Albert Pilot; title: Promoting the acquisition of chemical knowledge by structuring content and processes in instructing gifted students / Michael A. Anton; title: Increasing diversity by finding ways to teach chemistry to the visually impaired / Cary Supalo and George M. Bodner; title: Including students with special needs in inquiry-based science education: what can we learn from special needs education? / Simone Abels; title: Opportunities and challenges in promoting climate change in a Comenius Network / John Oversby, Jane Fieldsend and Andrew Happle; title: Enhancing science teaching for English Language Learner (ELL) student using observation and dialogue / Jennifer Park and Sonya N. Martin; title: Chemistry teachers' beliefs between Europe and the Arab world: an international study / Siham Al-Amoush, Silvija Markic and Ingo Eilks; title: Networking among science and technology teachers: experiences from the PROFILES Project in Turkey to reduce heterogeneity in inquiry-based science teaching and learning / Bulent Cavas, Jack Holbrook, Yasemin Ozdem and Pinar Cavas; title: Including inquiry-based learning into a chemistry class concerning the diversity dimensions "age" and "language" / Sandra Puddu, Brigitte Koliander and Anja Lembens; title: Following new paths by student labs in teaching chemistry to children with special needs / Barbara Schmitt-Sody and Andreas Kometz; title: The 3-stage learning model as a pedagogical approach to deal with heterogeneity and diversity issues: African educators' adaptation and its emerging issues / Sheila G. Oyao, Marmon A. Pagunsan, Miia Rannikmäe and Jack Holbrook; title: The experiment with the burning candle: what pupils remember one year later and what they think after seeing it again / Ines Nuic, Meliha Zejnilagic-Hajric, Josip Slisko and Ines Javornicki; title: Language development programs in natural science lessons in elementary school / Sabine Ahlborn-Gockel, Brigitta Kleffken and Rupert Scheuer; title: Science teacher education by the cross regional TEMPUS-Project SALiS / Marika Kapanadze, Simon Janashia and Ingo Eilks; title: On the way to scientific inquiry: supporting hearing-impaired learners in chemistry classes / Adejoke Adesokan and Christiane S. Reiners; title: The elephant in the room: Irish science teachers' perception of the problems caused by the language of science / Marie Ryan and Peter E. Childs; title: Reflections on heterogeneity and diversity in science education / Ingo Eilks, Avi Hofstein, John Oversby, Jack Holbrook, Silvija Markic, David Di Fuccia and Bernd Ralle.