Teaching of a specific subject Books

Book SynopsisThis 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.Table of Contents1. 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.-

Read more less

Book SynopsisThis concise yet thorough textbook presents an active-learning model for the teaching of computer science. Offering both a conceptual framework and detailed implementation guidelines, the work is designed to support a Methods of Teaching Computer Science (MTCS) course, but may be applied to the teaching of any area of computer science at any level, from elementary school to university. This text is not limited to any specific curriculum or programming language, but instead suggests various options for lesson and syllabus organization.Fully updated and revised, the third edition features more than 40 new activities, bringing the total to more than 150, together with new chapters on computational thinking, data science, and soft concepts and soft skills. This edition also introduces new conceptual frameworks for teaching such as the MERge model, and new formats for the professional development of computer science educators.Topics and features: includes an extensive set of activities, to further support the pedagogical principles outlined in each chapter; discusses educational approaches to computational thinking, how to address soft concepts and skills in a MTCS course, and the pedagogy of data science (NEW); focuses on teaching methods, lab-based teaching, and research in computer science education, as well as on problem-solving strategies; examines how to recognize and address learners’ misconceptions, and the different types of questions teachers can use to vary their teaching methods; provides coverage of assessment, teaching planning, and designing a MTCS course; reviews high school teacher preparation programs, and how prospective teachers can gain experience in teaching computer science.This easy-to-follow textbook and teaching guide will prove invaluable to computer science educators within all frameworks, including university instructors and high school teachers, as well as to instructors of computer science teacher preparation programs.Table of ContentsIntroduction – What Is This Guide About? Active Learning and the Active-Learning-Based Teaching Model Overview of the Discipline of Computer Science Computational Thinking Computer Science Soft Concepts and Soft Skills Data Science and Computer Science Education Research in Computer Science Education Problem-Solving Strategies Learners’ Alternative Conceptions Teaching Methods in Computer Science Education Lab-Based Teaching Types of Questions in Computer Science Education Assessment Teaching Planning Design of Methods of Teaching Computer Science Courses Getting Experience in Computer Science Education High School Computer Science Teacher Preparation Programs Epilogue

Read more less

Book SynopsisThis edited book brings together fifteen original empirical studies from a variety of international contexts to provide a detailed exploration of language assessment, testing and evaluation. Language assessment has a key role in the development and implementation of language and educational policies at the national level, and this book examines some of the impacts - both positive and negative - of different skills testing and examination approaches on learning outcomes and individual students' language learning. This book will be of interest to scholars working in applied linguistics and language education, teacher training, testing and evaluation, as well as stakeholders such as practitioners, educators, educational agencies, and test developers.Table of ContentsPart One: Role of Assessment and Learning Outcomes.- Chapter 1: New Changes in Assessment (Sahbi Hidri).- Chapter 2: The Pedagogic Role of Assessment in Improving Learner Outcomes (Ekaterina Popkova).- Chapter 3: Integrated Performance Assessment (Gabriel Díaz Maggioli).- Part Two: Challenges in Assessing the Production Skills.- Chapter 4: Rubric-Based Assessment of the Productive Skills (Reza Vahdani Sanavi).- Chapter 5: Can Teacher and Peer Formative Feedback Enhance L2 University Students' Oral Presentation Skills? (Diana Al Jahromi).- Chapter 6: Summary Writing as a Form of Integrated Skills Assessment in Tertiary Settings (Elena Khvatova and Elena Krutskikh).- Part Three: Test-Taking Strategies in Alternative and Standard Forms of Assessment.- Chapter 7: Classroom-Based Assessment in Multi-Exam Preparation Classes: Choosing Alternative Assessment Techniques (Irini-Renika Papakemmenou).- Chapter 8: Readability of Syntactic Constructions for Transparency and Reliability of Input Texts for Unified State Exams in English (Elena Varlamova and Olga Safonkina).- Part Four: Teacher Feedback and Challenges for Assessing Interactional and Intercultural Competence.- Chapter 9: Feedback on Evaluation: Teacher-Trainees' Preferences for Explicit Preferences for Explicit Evaluation in Post-Lesson Discussions (Irina Ivanova).- Chapter 10: Integrating Teacher Feedback and Assessment to Improve L2 Writing (Viktoria Osidak, Tamara Kavytska and Viktoria Drobotun).- Chapter 11: Strategy to Assess L2 Interactional Competence of University Students: Ukrainian Context (Olesia Liubashenko and Tamara Kavytska).- Chapter 12: Integrating a 3D Tool of Assessing Intercultural Competence in Teacher Education (Olga Kvasova and Yuliia Trykashna).- Part Five: Challenges in Formative Assessment.- Chapter 13: Enhancing Grammar Learning through Assessment at Tertiary Level (Viktoriya Osidak and Olha Drahinda).- Chapter 14: The Impacts of Explicit Teaching and Assessment of Grammar on Tertiary Level Students in an EFL Context (Haya Al Nuaimi).

Read more less

Book SynopsisThis textbook highlights the unique role that quality Arts processes and experiences can and should play across the curriculum to ensure that all learners’ creativities and imaginations flourish. It provides much-needed strategies, units of work and practical resources in six arts disciplines – visual arts, literature, drama, music, dance and media arts. It is a must-read for those keen to develop research-informed, integrated, arts-rich learning and teaching strategies while also exploring each discipline. Alongside the ‘four Cs’ (critical thinking, communication, collaboration and creativity) the authors propose four additional ‘Cs’: curiosity, compassion, connection and courage as much-needed 21st century capabilities. The book speaks to the current debates on STEAM vs. STEM education, and provides an important framework for preservice and experienced classroom teachers, including arts specialists.Table of ContentsChapter 1. Imperative of an arts-led curriculum.- Chapter 2. Exploring life ‘Cs’ through the arts.- Chapter 3. Integrating the creative arts with integrity.- Chapter 4. Leading with creative dance.- Chapter 5. Leading with drama.- Chapter 6. Leading with quality literature.- Chapter 7. Leading with media arts.- Chapter 8. Leading with music.- Chapter 9. Leading with visual arts.- Chapter 10. Embedding the arts in the humanities and social studies.- Chapter 11. STEM into STEAM.

Read more less

Book SynopsisThis collection of essays traces a scientific journey bookmarked by remarkable mentors and milestones of science. It provides fascinating reading for everyone interested in the history, public appreciation, and value of science, as well as giving first-hand accounts of many key events and prominent figures. The author was one of the “sputnik kids” growing up in the US at the start of the space age. He built a working laser just two years after they were first invented, an experience that convinced him to become a physicist. During his 50-year career in physics, many personalities and notable events in science and technology helped to form his view of how science contributes to the modern world​, including his conviction that the impact of science can be most effective when introduced within the context of the humanities - especially history, literature and the arts.From the Foreword by former U.S. Congressman, Rush D. Holt: In this volume, we have the wide-ranging thoughts and observations of Fred Dylla, an accomplished physicist with an engineer’s fascination for gadgets, a historian’s long perspective, an artist’s aesthetic eye, and a teacher’s passion for sharing ideas. Throughout his varied career [...] his curiosity has been his foremost characteristic and his ability to see the connection between apparently disparate things his greatest skill. [...] Here he examines the roots and growth of innovation in examples from Bell Laboratories, Edison Electric Light Company, and cubist painter Georges Braque. He considers the essential place of publishing in science, that epochal intellectual technique for learning how the world works. He shows the human enrichment and practical benefits that derive from wise investments in scientific research, as well as the waste resulting from a failure to embrace appropriate technologies.Trade Review“The author’s infectious enthusiasm for science—and his evocative depiction of post–World War II optimism about the future—is inspiring.” (Physics Today, March, 2021)“All of the essays are thoughtful and fun to read. Anyone interested in science will find them interesting and accessible.” (Michael Duncan, Optics & Photonics News, osa-opn.org, February 11, 2021)“[Dylla … explores] the idea that a single individual at the right time and place can change the course of history. Bounding through the centuries, he highlights the importance of science policy and science communication, the funding of big and small science alike, and the contemporary challenges linked to research, teaching science and scholarly publishing.” (Cristina Agrigoroae, CERN Courier, cerncourier.com, January 29, 2021)Table of Contents

Read more less

Book SynopsisThis book offers a comprehensive introduction to Nature of Science (NOS), one of the most important aspects of science teaching and learning, and includes tested strategies for teaching aspects of the NOS in a variety of instructional settings. In line with the recommendations in the field to include NOS in all plans for science instruction, the book provides an accessible resource of background information on NOS, rationales for teaching these targeted NOS aspects, and – most importantly – how to teach about the nature of science in specific instructional contexts. The first section examines the why and what of NOS, its nature, and what research says about how to teach NOS in science settings. The second section focuses on extending knowledge about NOS to question of scientific method, theory-laden observation, the role of experiments and observations and distinctions between science, engineering and technology. The dominant theme of the remainder of the book is a focus on teaching aspects of NOS applicable to a wide variety of instructional environments.Table of Contents1.Forward to Series; Kostas Kampourakis.- 2.Preface to Book; Richard Duschl.- 3.Introduction; William McComas.- 4.Acknowledgements; William McComas.- SECTION ONE: Nature of Science in Science Teaching and Learning: Introduction.- 5. Nature of Science in the Science Curriculum: Meaning, History of Advocacy and Rationales; William McComas and Michael Clough.- 6. Considering a Consensus View of Nature of Science Content for School Science; William McComas.- 7. Principal Elements of NOS: Informing Science Teaching While Dispelling the Myths; William McComas.- 8. Nature of Science and Classroom Practice: A Review of the Literature with Implications for Effective NOS Instruction; William McComas, Michael Clough, and Noushin Nouri.- SECTION TWO: Nature of Science Instruction: Foundation Knowledge for Nature of Science Instruction.- 9. Beyond Experiments: Exploring Valid and Reliable Methods in Science; Sandra West-Moody and Susan Schwinning.- 10. Exchanging the Myth of the Scientific Method for a More Authentic Description of Science; Rebecca Reiff-Cox.- 11. Challenges and Opportunities of Theory-Laden Observation and Subjectivity; William McComas.- 12. Distinguishing Science, Engineering and Technology; Gerry Rau and Allision Antink-Meyer.- SECTION THREE: Teaching about Nature of Science: Generalized Instructional Perspectives.- 13. Using Metacognitive Prompts to Foster Nature of Science Learning; Erin Peters Burton and Stephen R. Burton.- 14. Teaching Nature of Science through a Critical Thinking Approach; Hagop Yacoubian.- 15. The Nature of Science Card Exchange: Introducing the Philosophy of Science; William Cobern and Cathleen Loving.- 16. Reflecting on Nature of Science through the Philosophy of Science; Lynda Dunlop and Jelle DeSchrijver.- 17. Preparing Science Teachers to Overcome Obstacles to Teach Nature of Science; Michael Clough, Benjamin Herman and Joanne Olson.- 18. Perspectives for Teaching about How Science Works; Fred J.J.M. Janssen, H.B. Westbroek, I. Landa, Britt van der Ploeg, and Jacqueline Muijlwijk-Koezen.- 19. Framing and Teaching Nature of Science as Questions; Michael Clough.- 20. Real and Imagined Cases to Communicate Aspects of Nature of Science; David Boersema.- 21. Avoiding De-Natured Science: Integrating Nature of Science into Science Instruction; Norman Lederman, F. Abd-El-Khalick & Judith Lederman.- 22. Blending Nature of Science with Science Content Learning; Irene Neumann, Hanno Michel and Nikos Papdouris.- 23. Using Digital Technology to Enhance Learners’ Conceptions of Nature of Science; Isha DeCoito.- 24. Using Exemplars to Improve Nature of Science Understanding; Jennifer Parrish, Grant Gardner and Cindi Smith-Walters.- 25. Practical Learning Resources and Teacher Education Strategies for Understanding Nature of Science; Sibel Erduran, Ebru Kaya, Alison Cullinane, Onur Imren & Sila Kaya.- 26. Arguing to Learn and Learning to Argue with Elements of Nature of Science; Hasan Deniz, Lisa Borgerding and Elif Adibelli-Sahin.- 27. New Frontiers in Classroom NOS Assessment; Deborah Hanuscin, Mojtaba Khajeloo and Benjamin Herman.- SECTION FOUR: Teaching Aspects of the Nature of Scienc: Specific Instructional Strategies and Settings.- 28. Using Core Science Ideas to Teach Aspects of Nature of Science in the Elementary Grades; Meredith Park Rogers, Ranu Roy and Alexander Gerber.- 29. Improving Nature of Science Instruction in Elementary Classrooms with Modified Trade Books and Educative Curriculum Materials; Jeanne Brunner and Fouad Abd-El-Khalick.- 30. Using a Problem Based Learning Approach to Teach Nature of Science; Charbel El-Hani, Nei de Freitas Nunes-Neto and Pedro Luís Bernardo da Rocha.- 31. Storytelling as a Pedagogical Tool in Nature of Science Instruction; Nausica Kapsala and Evangelia Mavrikaki.- 32. The Story Behind the Science; Michael Clough.- 33. A Typology of Approaches for Using History of Science in Science Instruction; William McComas.- 34. Using Anecdotes from the History of the Sciences to Illustrate General Aspects of Nature of Science; William McComas and Kostas Kampourakis.- 35. Using the Pendulum to Teach Elements of Nature of Science; Michael Matthews.- 36. Using Historical Inquiry Cases to Learn Nature of Science Analytical Skills; Douglas Allchin.- 37. Teaching the Limits of Science with Card Sorting Activities; Lena Hansson.- 38. Supporting Science Teachers’ Nature of Science Understanding through a Specially Designed Philosophy of Science Course; Kostas Kampourakis.- 39. Learning Aspects of Nature of Science through Authentic Research Experiences; Elizabeth Edmondson, Stephen Burgin, Dina Tsybulsky and Jennifer Maeng.- 40. Embedded Research Experiences to Enhance Nature of Science Understanding for Preservice Teachers; Julie Angle.- 41. Introducing Human Elements of Science through a Context-Rich Thematic Project; Lotta Leden and Lena Hansson.- 42.Informal Learning Environments and their Potential Role in Communicating Nature of Science; Michael Reiss and William McComas.-

Read more less

Book SynopsisThis open access book makes quantum computing more accessible than ever before. A fast-growing field at the intersection of physics and computer science, quantum computing promises to have revolutionary capabilities far surpassing “classical” computation. Getting a grip on the science behind the hype can be tough: at its heart lies quantum mechanics, whose enigmatic concepts can be imposing for the novice. This classroom-tested textbook uses simple language, minimal math, and plenty of examples to explain the three key principles behind quantum computers: superposition, quantum measurement, and entanglement. It then goes on to explain how this quantum world opens up a whole new paradigm of computing. The book bridges the gap between popular science articles and advanced textbooks by making key ideas accessible with just high school physics as a prerequisite. Each unit is broken down into sections labelled by difficulty level, allowing the course to be tailored to the student’s experience of math and abstract reasoning. Problem sets and simulation-based labs of various levels reinforce the concepts described in the text and give the reader hands-on experience running quantum programs. This book can thus be used at the high school level after the AP or IB exams, in an extracurricular club, or as an independent project resource to give students a taste of what quantum computing is really about. At the college level, it can be used as a supplementary text to enhance a variety of courses in science and computing, or as a self-study guide for students who want to get ahead. Additionally, readers in business, finance, or industry will find it a quick and useful primer on the science behind computing’s future. Table of ContentsContents.- 1 Introduction to Superposition.- 2 What is a Qubit?.- 3 Creating Superposition: The Beam Splitter.- 4 Creating Superposition: Stern-Gerlach.- 5 Quantum Cryptography.- 6 Quantum Gates.- 7 Entanglement.- 8 Quantum Teleportation.- 9 Quantum Algorithms.- 10 Worksheets.- Appendices.- Alphabetical Index.- Acknowledgments.- Answers.

Read more less

Book SynopsisMany researchers dread writing. They find it laborious - even painful - to put their scholarly work into words. They get bogged down in the study, and lose track of the story. And they produce uninspiring papers that fail to resonate with readers or reviewers. This book offers an antidote to this problem: brief, accessible lessons that guide researchers to write clear and compelling scientific manuscripts. The book is divided into three sections – Story, Craft, and Community. The Story section offers advice on getting the balance of study and story just right, introducing strategies for tackling each section of a scientific manuscript. The Craft section considers the grammatical and rhetorical tools of the trade, showing how they can be wielded for maximum impact. And the Community section offers suggestions for writing collaboratively, supporting other writers, and navigating peer review. Each section features multiple short and pragmatic lessons, peppered with illustrative examples. Readers can use the chapters collectively to build holistic writing skills, or dip in and out to refine specific elements of the craft. Rooted in a coaching philosophy, we aim to unlock our readers’ potential as writers through instruction, reflection, and example. And we hope to inspire researchers to face writing with joy. This work is clearly written and easily understandable. Its many practical examples, tools, and exercises make an effective toolbox of support for scholarly writers. This will be invaluable to new scholars and help established scholars as well. The inclusion of examples specific to the health arena and the clear, elegantly simple explanations add strength and relevance to this work.Toni Ungaretti, Johns Hopkins School of Education, Baltimore, MD, USA This book is the most original perspective I have ever read about the craft of writing. As its title suggests, it is inspiring. Brownie Anderson, NBME, Philadelphia, PA, USA Table of Contents1. Introduction.- SECTION I: THE STORY.- 3. Mapping the Gap- 4. Citation Technique.- 5. Methods: Where Story Meets Study.- 6. Effective Use of Quotes in Qualitative Research.- 7. Writing a Discussion that Realizes its Potential.- 8. The Art of Limitations.- 9. Bonfire Red Titles.- 10. Making Every Word Count: Keys to a Strong Research Abstract.- SECTION II: THE CRAFT.- 11. Mastering the Sentence.- 12. Enlisting the Power of the Verb.- 13. The Power of Parallel Structure.- 14. Get Control of Your Commas.- 15. Avoiding Prepositional Pile-Up.- 16. Avoiding Clutter: Using Adjectives and Adverbs Wisely.- 17. From Semi-Conscious to Strategic Paragraphing.- 18. Coherence: Keeping the Reader on Track.- 19. The Three “S”s of Editing: Story, Structure, and Style.- 20. Pace, Pause & Silence: Creating Emphasis & Suspense in Your Writing.- 21. The Academic Hedge, Part I: Modal Tuning in Your Research Writing.- 22. The Academic Hedge II: Getting Politeness Right in Your Research Writing.- 23. From Silent to Audible Voice: Adjusting Register, Stance & Engagement in Your Writing.- SECTION III: THE COMMUNITY.- 24. Collaborative Writing: Strategies and Activities.- 25. Collaborative Writing: Roles, Authorship & Ethics.- 26. Giving Feedback on Others’ Writing.- 27. Coaching Writing I: Being Thoughtful About the Process.- 28. Coaching Writing II: Relationship and Identity.- 29. Cultivating a Writing Community.- 30. Navigating the Peer Review Process Successfully.- Epilogue.

Read more less

Book SynopsisThis book includes instructional design and practice of how immersive technology is integrated in discipline-based and interdisciplinary curriculum design. It focuses on pedagogical models and learning outcomes of immersive learning experiences and demonstrates how immersive learning can be applied in industries. This book brings scholars, researchers and educators together around an international and interdisciplinary consolidation and reflection on learning through immersion. The originality lies in how advanced technology and contemporary pedagogical models can integrate to enhance student engagement and learning effectiveness in higher education. Table of ContentsIntroduction.- Part 1 Immersive Learning.- 1. Tele-immersion for travelling the Silk Road.- 2. Creative and collaborative practices in virtual and mixed reality immersive environments.- 3. Graphical big data: From Simulation to Immersive Visualization.- 4. Using an immersive virtual environment for interactive teaching and learning: a case study of air cargo logistics.- 5. Immersive Pedagogy for Cultural Heritage / Astrobiology / Anatomy - case studies and evaluation.- Part 2 Pedagogical Models & Impacts.- 6. A Pedagogy for Immersive Learning- 7. The relationship among simulation based learning, creativity and learning approach in higher education.- 8. Collaborative Learning through Immersion: Assessing the Perceived Learning Effectiveness.- 9. A Flipped Classroom Approach to Encourage Interactivity and Enhance Reflective Higher Order Cognitive Thinking Skills in Students.- Part 3 Industrial Applications.- 10. Introducing immersive learning into special education settings.- 11. The Design of a full body immersive visualization systems for collaborative learning.- 12. Intergenerational Play around Immersive Video Games.- Conclusion.

Read more less

Book SynopsisThis book presents a selection of case studies of pioneers in arts education who were working in the United Kingdom in the period 1890 to 1950. Focusing on music, drama, and visual arts and crafts, the editors and contributors examine the impact these individuals had on developing innovative approaches to these subject areas and how they drew on perspectives that emphasised the need for children’s self-expression. The chapters offer an analysis of the pioneers’ beliefs and values, with a particular emphasis on their ideological positions about identity, nation, and what constituted ‘good taste’. The book further examines how their ideas were disseminated, in so doing interrogating the concept of ‘influence’ in educational theory and practice.Table of Contents​Introduction: Themes in Arts Education, 1890–1950Part I MusicChapter 1: Cecil Sharp (1859–1924): Advocate for Folk Song and Folk Dance Education in Schools and the CommunityChapter 2: Stewart Macpherson (1865–1941): The Rise of the Musical Appreciation Movement in BritainChapter 3: Walter Carroll (1869–1955): Setting the Tone for Local Education Authority AdvisersPart II DramaChapter 4: Alice Gomme (1853–1938): Conserving a Nation Through Children’s GamesChapter 5: Harriet Finlay-Johnson (1871–1956): The Drama of EducationPart III Visual ArtChapter 6: Henry Caldwell Cook (1886–1939): Play, Performance and the PerseChapter 7: Harry Peach (1874–1936): The Materiality of Arts and Crafts EducationChapter 8: Marion Richardson (1892–1946): When Idea and Expression are OneChapter 9: Seonaid Robertson (1912–2008): The Transformation of ‘Chaotic Experience’ Through Arts EducationConclusion: Arts Education Today

Read more less

Book SynopsisThis open access book presents a structural model and an associated test instrument designed to provide a detailed analysis of professional competences for teaching mathematical modelling. The conceptualisation is based on the COACTIV model, which describes aspects, areas and facets of professional competences of teachers. The manual provides an overview of the essential teaching skills in application-related contexts and offers the tools needed to capture these aspects. It discusses the objectives and application areas of the instrument, as well as the development of the test. In addition, it describes the implementation and evaluates the quality and results of the structural equation analysis of the model. Teaching mathematical modelling is a cognitively challenging activity for (prospective) teachers. Thus, teacher education requires a detailed analysis of professional competence for teaching mathematical modelling. Measuring this competence requires theoretical models that accurately describe requirements placed upon teachers, as well as appropriate evaluation tools that adequately capture skills and abilities in this field. This book presents an instrument that measures the professional competences in a sample of 349 prospective teachers.Table of ContentsIntroduction.- Objectives and application areas.- Test development.- Implementation of the test.- Test quality.- Selected results.- References.- Attachment.- Modelling experiences.- Beliefs about mathematical modelling.- Self-efficacy about assesing mathematical modelling.- Modelling specific pedagogical content knowledge.- Test booklet.

Read more less

Book SynopsisThis open access edited volume invites transdisciplinary scholars to re-vision science education in the era of the Anthropocene. The collection assembles the works of educators from many walks of life and areas of practice together to help reorient science education toward the problems and peculiarities associated with the geologic times many call the Anthropocene. It has become evident that science education—the way it is currently institutionalized in various forms of school science, government policy, classroom practice, educational research, and public/private research laboratories—is ill-equipped and ill-conceived to deal with the expansive and urgent contexts of the Anthropocene. Paying homage to myopic knowledge systems, rigid state education directives, and academic-professional communities intent on reproducing the same practices, knowledges, and relationships that have endangered our shared world and shared presents/presence is misdirected. This volume brings together diverse scholars to reimagine the field in times of precarity.Table of Contents1. IntroductionPart I: Kinship, Magic, and the Unthinkable2. "Trees Don't Sing!... Eagle Feather Has No Power!" Be Wary of the Potential Numbing Effects of School Science3. Tracing a Black Hole: Probing Cosmic Darkness in Anthropocenic Times4. The Waring Worlds of H.G. Wells: The Entangled Histories of Education, Sociobiology, Post-Genomics, and Science Fiction5. Creating Magical Research: Writing for a Felt Reality in a More-Than-Human World6. Fire as Unruly Kin: Curriculum Silences and Human ResponsesPart II: Decolonizing Anthropocene(s)7. Redrawing Relationalities at the Anthropocene(s): Disrupting and Dismantling the Colonial Logics of Shared Identity through Thinking with Kim Tallbear8. Decolonizing Healing through Indigenous Ways of Knowing9. Still Joy: A Call for Wonder(ing) in Science Education as Anti-Racist Vibrant Life-Living10. The Salt of the Earth (Inspired by Cherokee Creation Story)Part III: Politics and Political Reverberations11. The Science of Data, Data Science: Perversions and Possibilities in the Anthropocene through a Spatial Justice Lens12. Science and Environment Education in the Times of the Anthropocene: Some Reflections from India13. Rethinking Historical Approaches for Science Education in the Anthropocene14. Reflections on Teaching and Learning Chemistry through Youth Participatory SciencePart IV: Science Education for a World-Yet-To-Come15. Learning from Flint: How Matter Imposes Itself in the Anthropocene and What That Means for Education16. Resurrecting Science Education by Re-Inserting Women, Nature, and Complexity17. Watchmen, Scientific Imaginaries, and the Capitalocene: The Media and Their Messages for Science Educators18. Curricular Experiments for Peace in Colombia: Re-imagining Science Education in Post-Conflict SocietiesPart V: Complicated Conversations19. A Feral Atlas for the Anthropocene: An Interview with Anna L. Tsing20. In Conversation with Fikile Nxumalo: Refiguring Onto-Epistemic Attunements for Im/possible Science Pedagogies21. In Conversation with Vicki Kirby: Deconstruction, Critique, and Human Exceptionalism in the Anthropocene22. Conversations on Citizenship, Critical Hope, and Climate Change: An Interview with Bronwyn Hayward23. Conclusion - Another Complicated Conversation

Read more less

Book SynopsisThis edited volume presents interdisciplinary and transdisciplinary approaches to drama and science in education. Drawing on a solid basis of research, it offers theoretical backgrounds, showcases rich examples, and provides evidence of improved student learning and engagement. The chapters explore various connections between drama and science, including: students’ ability to engage with science through drama; dramatising STEM; mutuality and inter-relativity in drama and science; dramatic play-based outdoor activities; and creating embodied, aesthetic and affective learning experiences. The book illustrates how drama education draws upon contemporary issues and their complexity, intertwining with science education in promoting scientific literacy, creativity, and empathetic understandings needed to interpret and respond to the many challenges of our times. Findings throughout the book demonstrate how lessons learned from drama and science education can remain discrete yet when brought together, contribute to deeper, more engaged and transformative student learning.Table of Contents1. Setting the stage.- 2. Responding to climate change: developing primary students’ capability to engage with science through drama.- 3. Using dramatic inquiry to mediate pre-service teachers’ conceptualization of sustainable development.- 4. Dramatising the S and the M in STEM.- 5. Veg-in? A Copernican shift in our dreams? Making ornaments from human parts? A small island counselling session?.- 6. Mutuality and inter-relativity in drama and science.- 7. Ice Age is approaching: Triggering students’ interest in gamified outdoor rough play activities.- 8. The role of embodied metaphor in art (drama)/science education.- 9. “This is the funniest lesson”: The production of positive emotions during role play in the middle years science classroom.- 10. Dramatic and Undramatic Emotional Energy: Creating aesthetic and emotive learning experiences in science classrooms.- 11. Exploring Contemporary and Controversial issues in Science: The question of stem cell therapies and tourism.- 12. School is everywhere: the pedagogical possibilities of imaginative scientific inquiry.- 13. Does being positioned in an expert scientist role enhance 11-13 year-old students’ perceptions of themselves as scientists?.- 14. Meaning in the Middle: Middle School Science and Drama.- 15. Stories from History.- 16. Australian Women in Science.- 17. Science, Drama and the Aesthetic.

Read more less

Book SynopsisGetting certified to teach high school mathematics typically requires completing a course in real analysis. Yet most teachers point out real analysis content bears little resemblance to secondary mathematics and report it does not influence their teaching in any significant way. This textbook is our attempt to change the narrative. It is our belief that analysis can be a meaningful part of a teacher's mathematical education and preparation for teaching. This book is a companion text. It is intended to be a supplemental resource, used in conjunction with a more traditional real analysis book.The textbook is based on our efforts to identify ways that studying real analysis can provide future teachers with genuine opportunities to think about teaching secondary mathematics. It focuses on how mathematical ideas are connected to the practice of teaching secondary mathematics–and not just the content of secondary mathematics itself. Discussions around pedagogy are premised on the belief that the way mathematicians do mathematics can be useful for how we think about teaching mathematics. The book uses particular situations in teaching to make explicit ways that the content of real analysis might be important for teaching secondary mathematics, and how mathematical practices prevalent in the study of real analysis can be incorporated as practices for teaching.This textbook will be of particular interest to mathematics instructors–and mathematics teacher educators–thinking about how the mathematics of real analysis might be applicable to secondary teaching, as well as to any prospective (or current) teacher who has wondered about what the purpose of taking such courses could be.Table of ContentsChapter 1: Teaching Principles.- Chapter 2: Equivalent Real Numbers and Infinite Decimals.- Chapter 3: Sequence Convergence and Irrational Decimal Approximations.- Chapter 4: Algebraic Limit Theorem and Error Accumulation.- Chapter 5: Divergence Description and Criteria and Logic in Communication.- Chapter 6: Continuity and Definitions.- Chapter 7: Intermediate Value Theorem and Implicit Assumptions.- Chapter 8: Continuity, Monotonicity, Inverse Functions and Solving Equations.- Chapter 9: Differentiability and the Secant Slope Function.- Chapter 10: Differentiation Rules and Attending to Scope.- Chapter 11: Taylor’s Theorem and Modeling Complex with Simple.- Chapter 12: The Riemann Integral and Area-Preserving Transformations.- Chapter 13: The Fundamental Theorem of Calculus and Conceptual Explanation.

Read more less

Book SynopsisThis volume brings together a range of practitioners, managers, and researchers who work within the field of arts higher education to reflect on strategies to increase access and widening participation (WP). The issues presented in this book are situated within a wider global context where countries are seeking greater harmonisation of higher education as students and workers become more mobile, crossing international borders. The chapter authors address various issues within higher education institutions from a WP context, including areas such as creative writing, music, art and design. In exploring these issues the editor and her chapter authors seek to answer how those teaching in arts higher education can promote the value and quality of their work while ensuring fair access and wide participation for all. Table of ContentsChapter 1. The Global Context for Access and Widening ParticipationChapter 2. Disaggregating the Black Student ExperienceChapter 3. Accessing Art and Design Higher Education Chapter 4. Preparing Access Students for Arts Higher EducationChapter 5. Music Theory in Higher Education: The Language of ExclusionChapter 6. Deconstructing Writing in Arts Education and BeyondChapter 7. Considering the Intersections between Dyslexia, Dyslexic Difference and the Ongoing Attainment Gap Chapter 8. Strategies for Retention with Non-traditional Students in Higher Education ContextsChapter 9. On Collaboration: An Approach to Widening Participation and Outreach in Arts Higher EducationChapter 10. Reflections on the Critical Thinking Club: Developing Collaborative Visual Arts Language through a 'Connecting Practices' WorkshopChapter 11. Conclusion

Read more less

Book SynopsisFinal ToC to be delivered along manuscript

Read more less

Book Synopsis1. Function, an Entity Relating Variables and Parameters.- 2. Linear and Quadratic Functions.- 3. Analysis of Higher Degree Polynomial Functions.- 4. Rational Functions.- 5. Exponential Functions.- 6. Logarithmic Functions.

Read more less