Teaching of a specific subject Books

Book SynopsisThis book argues that the ‘constructivist metaphor’ has become a self-appointed overriding concept that suppresses other modes of thinking about knowing and learning science. Yet there are questions about knowledge that constructivism cannot properly answer, such as how a cognitive structure can intentionally develop a formation that is more complex than itself; how a learner can aim at a learning objective that is, by definition, itself unknown; how we learn through pain, suffering, love or passion; and the role emotion and crises play in knowing and learning.In support of the hypothesis that passibility underlies cognition, readers are provided with a collation of empirical studies and phenomenological analyses of knowing and learning science—in schools, scientific laboratories and everyday life—all of which defy a constructivist explanation. The author argues that ‘passibility’ constitutes an essential factor in the development of consciousness, with a range of essential experiences that cannot be brought into the linguistic realm. His exploration is guided by concepts such as ‘otherness’, passion, passivity and undecidability, and concludes by resituating the construction metaphor to accord it its proper place in a more comprehensive theory of learning.Table of ContentsFrontispiece.- Preface.- 1. De/Constructing the Blind Spots of Constructivism.- PART A: PASSIVITY, UNCERTAINTY, UNDECIDABILITY.- 2. Learning and the Erasure of Knowledge.- 3. Radical Passivity in Learning.- 4. Radical Uncertainty in Acting.- 5. Emergence of Duality.- PART B: OTHERNESS.- 6. Talking Conceptions without Conceptions.- 7. Thought Follows Communication.- 8. Otherness of Self.- 9. The Nonsense of Meaning.- PART C: PASSIONS.- 10. Emotion, Motives, Motivations.- 11. Crises, Suffering, Joy.- 12. From Incarnation to Responsibility.- PART D: EPILOGUE.- 13. Sublating the Constructivist Metaphor.- References.- Index.

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Book SynopsisThis book sets out the necessary processes and challenges involved in modeling student thinking, understanding and learning. The chapters look at the centrality of models for knowledge claims in science education and explore the modeling of mental processes, knowledge, cognitive development and conceptual learning. The conclusion outlines significant implications for science teachers and those researching in this field.This highly useful work provides models of scientific thinking from different field and analyses the processes by which we can arrive at claims about the minds of others. The author highlights the logical impossibility of ever knowing for sure what someone else knows, understands or thinks, and makes the case that researchers in science education need to be much more explicit about the extent to which research onto learners’ ideas in science is necessarily a process of developing models.Through this book we learn that research reports should acknowledge the role of modeling and avoid making claims that are much less tentative than is justified as this can lead to misleading and sometimes contrary findings in the literature. In everyday life we commonly take it for granted that finding out what another knows or thinks is a relatively trivial or straightforward process. We come to take the ‘mental register’ (the way we talk about the ‘contents’ of minds) for granted and so teachers and researchers may readily underestimate the challenges involved in their work.Table of ContentsModelling learners and learning in science education.- Modelling mental processes in the science learner.- Modelling the science learner’s knowledge.- Development and learning.- Conclusion.

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Book SynopsisMajor changes continue to occur in medical education. There are increasing external and internal pressures to improve the quality of courses and the teaching performance of individual staff. Since the publication of the first edition of this book in 1983, the Handbook for Medical Teachers has established itself as an ideal resource for both new and established teachers in an area where there is very little other support. It successfully combines basic educational principles with a how-to approach in a very readable way, supported by numerous illustrations and cartoons. This third edition has been extensively revised throughout to reflect the many changes in medical education since the last edition. There is a new chapter on problem-based learning as well as an appendix on how to keep a teaching portfolio as a support for academic promotion or staff appraisal. A Handbook for Medical Teachers is essential reading for all those involved in any area of medical teaching and research. Trade ReviewAbout the Second Edition: `.. this book should be compulsory reading for anybody learning the art of teaching and would prove useful to students about to go on courses or sit exams. ' Journal of the Royal Army Medical Corps, Feb.1988 `.. the second edition of `A Handbook for Medical Teachers' is more comprehensive and even more useful than the first edition. The authors have indeed practiced what they preach! The modifications and adjustments have ensured that the handbook will continue to be a most respected and helpful resource for many years to come.' Bulletin Australian and New Zealand Association for Medical Education. ` A book that should be in every undergraduate and postgraduate library. ' Annals of the Royal College of Surgeons of England, Vol.70 (4). ` Few teachers of medical students will have had any formal training in teaching or educational methods. This book seeks to rectify this deficiency in an entertaining, informative and practical way. ' Annals of the Royal College of Surgeons of England, Vol.68, 1986. Table of ContentsForeword. Preface. One: Giving a Lecture. Two: Making a Presentation at a Scientific Meeting. Three: Teaching in Small Groups. Four: Teaching Practical and Clinical Skills. Five: Planning a Course. Six: Teaching in a Problem-Based Course. Seven: Assessing the Students. Eight: Preparing Teaching Materials and Using Teaching Aids. Nine: Helping Students Learn. Appendix One: Where to Find out More About Medical Education. Appendix Two: Constructing a Teaching Portfolio. Index.

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Book Synopsis1 Introduction.- 2 Towards Transcultural Arts Education through International Cooperation.- 3 What Does It Take? Pedagogies and Practices in the Drama and Dance Classrooms in Special Education Schools in Singapore.- 4 Languages of Art Education: What Has Gone Wrong, and How Can It Be Fixed.- 5 Supporting Transformative Education through the Arts.- 6 Integrating Dance and Language Education: A Creative Response to Social Diversity and Equity in and through a Time of Crisis.- 7 The Transitional Role of Arts Educators for Inclusive Practice: A Case of Chaeknuna Project.- 8 Health and Wellbeing through the Arts: A Knowledge Mobilization Strategy.- 9 Performative Pedagogy to Develop Life-Skills in Grade 6 Creative Arts Classrooms.- 10 Transversing to a Peripheral Space of Professional Learning: A Case Study of Service Learning in Music in Higher Education.- 11 The Use of Visual Arts Therapy to Facilitate the Release, Relief, Reflection, and Restoration of Students in Kenyan Universities During the Covid-19 Pandemic.- 12 Designing Educational Programs to Create Participation and Sharing: Participatory Action Research for a Graduate School Class for Museum Educators.- 13 Asking Questions to New-Normal Teenagers through Picture Books: Based on the Program Telling My Story in a Picture Book'.- 14 Shifting and Stirring: Emergent Pedagogies and Public Programming Through a Virtual Community of Practice.- 15 Conclusion.

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