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    Starck, J. Matthias.
    Scientific Peer Review [[electronic resource] :] : guidelines for Informative Peer Review / / J. Matthias. Starck ; . - 1st ed. 2017. - [S. l. : s. n.]. - IX, 59 p. - Б. ц.
    Зміст:
Essence of Scientific Communication --
Why Peer Review? --
Responsibilities of the Reviewer and Ethical Rules in the Reviewing Process --
Critique and Variations of the Journal Peer Reviewing Process --
Reviewer Recognition --
Institutions and Committees/Recommendations in Conflict.
Рубрики: Life sciences.
   Science education.
   Employees—Coaching of.
   Life Sciences, general.
   Popular Life Sciences.
   Science Education.
   Coaching.
Анотація: J. Matthias Starck comprehensively guides the reader in this essential through all steps of writing an expert review for a scientific journal. It is built on a succinct analysis how science works, how science is communicated and how science is published. It provides a critical guide how to write good, informative and fair peer reviews. The author presents a critical discussion of different peer review procedures and their alternatives, explains ethical guidelines as well as the dark sides of scientific publishing. So this essential helps the reader to perform better in the existing system and to contribute to its further development and improvement. Contents Essence of Scientific Communication Why Peer Review? Responsibilities of the Reviewer and Ethical Rules in the Reviewing Process Critique and Variations of the Journal Peer Reviewing Process Reviewer Recognition Institutions and Committees/Recommendations in Conflict Target Groups Advanced PhD students and postdocs from biomedical research and natural science fields who received their first peer review requests and now seek advice and guidance Researchers from all fields of science and all degrees of experience who wish to improve and develop their methodological approach to peer review The Author Prof. Dr. J. Matthias Starck is Professor of Zoology, Department Biology II, at the Ludwig Maximilian University of Munich.

Перейти: https://doi.org/10.1007/978-3-658-19915-9

Дод.точки доступу:
Starck, J. Matthias. \.\; SpringerLink (Online service)
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    Agger, Peter.
    A Practical Guide to Biomedical Research [[electronic resource] :] : for the Aspiring Scientist / / Peter. Agger, Stephenson, Robert S., Hasenkam, J. Michael. ; . - 1st ed. 2017. - [S. l. : s. n.]. - XVI, 184 p. 58 illus., 52 illus. in color. - Б. ц.
    Зміст:
Part 1. Before you start --
Chap 1 First steps in research, an overview --
Chap 2 Research environments (Differences and similarities, pros and cons) --
Chap 3 Finding a good supervisor --
Chap 4 Defining the project --
Part 2. Doing research --
Chap 5 Searching for scientific literature --
Chap 6 he scientific protocol, purpose and target group, and how is it written? --
Chap 7 Applications --
Chap 8 Data collection, storage and public approval --
Chap 9 Data analyses --
Part 3. When data is collected and results are ready for presentation --
Chap 10 The conference abstract --
Chap 11 The scientific manuscript --
Chap 12 The process of publishing your research --
Chap 13 The scientific network --
Chap 14 Cooperation with private companies.
Рубрики: Medicine.
   Science education.
   Life sciences.
   Biomedicine, general.
   Science Education.
   Popular Life Sciences.
Анотація: This book advises and supports novice researchers in taking their first steps into the world of scientific research. Through practical tips and tricks presented in a clear, concise and step-wise manner, the book describes the entire research process from idea to publication. It also gives the reader insight into the vast opportunities a research career can provide. The books target demographic is aspiring researchers within the biomedical professions, be it medical students, young doctors, nurses, engineers, physiotherapists etc. The book will help aspirational inexperienced researchers turn their intentions into actions, providing crucial guidance for successful entry into the field of biomedical research.

Перейти: https://doi.org/10.1007/978-3-319-63582-8

Дод.точки доступу:
Stephenson, Robert S.; Hasenkam, J. Michael.; Agger, Peter. \.\; SpringerLink (Online service)
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    Babaev, Eugene V.
    Incorporation of Heterocycles into Combinatorial Chemistry [[electronic resource] /] : монография / Eugene V. Babaev ; . - 1st ed. 2017. - [S. l. : s. n.]. - XI, 117 p. 106 illus. - Б. ц.
    Зміст:
Introduction --
Peptide Synthesis of Libraries of Non-Natural Amino Acids --
The choice of tools for implementing multi-stage transformations. SPOS for Beginners --
Secrets of Parallel Liquid-Phase Synthesis --
Most Combinatorial LPOS Reactions: Reductive Amination with a Scavenger --
A Parallel Ugi Reaction --
Combinatorial Heterocyclic Chemistry in Higher School.
Рубрики: Organic chemistry.
   Pharmaceutical technology.
   Science education.
   Organic Chemistry.
   Pharmaceutical Sciences/Technology.
   Science Education.
Анотація: The author has summarized a decade of teaching combinatorial chemistry into this timely brief. The solid phase synthesis of unnatural heterocyclic alpha-amino acids is illustrated by practical examples starting from the ABCs of peptide synthesis explored in chapter one. Chapter two is concerned with the solid phase synthesis which is shown on various techniques – BillBoard, tea-bag, and Lantern devices, and demonstrated on heterocyclic examples and protocols. In the third chapter the tools for accelerating chemical synthesis – solid phase and liquid phase – are reviewed. Here the techniques of parallel refluxing (including microwave and flow technique) and parallel separation (filtration, centrifugation, evaporation, and chromatography) are described. In the chapters 4 and 5 the author goes on to describe how the liquid phase synthesis of heterocycles (reductive amination and Ugi reaction of heterocycles) is illustrated with the use of semi-automated protocols. Finally, the design of combinatorial libraries of heterocycles is reviewed including the original author’s findings.

Перейти: https://doi.org/10.1007/978-3-319-50015-7

Дод.точки доступу:
Babaev, Eugene V. \.\; SpringerLink (Online service)
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    Frontiers in Pen and Touch [[electronic resource] :] : impact of Pen and Touch Technology on Education / / ed.: Hammond, Tracy., Adler, Aaron., Prasad, Manoj. - 1st ed. 2017. - [S. l. : s. n.]. - XVI, 341 p. 180 illus., 97 illus. in color. - Б. ц.
    Зміст:
Introductions and Welcome --
Math For All:Elementary Math --
Personalized Feedback and Sketching in Science and Engineering --
Increasing Liberal Arts Engagement and Learning with Sketch --
Let's Collaborate --
Domain Independent Educational Tools --
Panels and Keynotes.
Рубрики: User interfaces (Computer systems).
   Educational technology.
   Artificial intelligence.
   Science education.
   Natural language processing (Computer science).
   User Interfaces and Human Computer Interaction.
   Educational Technology.
   Artificial Intelligence.
   Science Education.
   Natural Language Processing (NLP).
Анотація: This inspirational book contains evidence-based research presented by educational scientists, for the advancement of stylus-based technology and its applications for college and K-12 classrooms. Writing and sketching are an important part of teaching and learning, and digital ink technologies enable us to perform these activities in a digital world. Frontiers in Pen and Touch aims to highlight software and hardware practices and innovations, to encourage transformational use of pen and touch in the classroom. The content of the book is derived from the 2016 Conference on Pen and Touch Technology on Education (CPTTE). Chapters written by academic practitioners provide stories of success for ink, including multimedia content creation and increasing student engagement. Industry and academic researchers share their findings and present intelligent systems that enable pen and touch systems to teach and motivate students. This book is a must-read for anyone wanting to harness and integrate pen and touch for improving today’s student experiences.

Перейти: https://doi.org/10.1007/978-3-319-64239-0

Дод.точки доступу:
Hammond, Tracy. \ed.\; Adler, Aaron. \ed.\; Prasad, Manoj. \ed.\; SpringerLink (Online service)
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    Informatics in Schools: Focus on Learning Programming [[electronic resource] :] : 10th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2017, Helsinki, Finland, November 13-15, 2017, Proceedings / / ed.: Dagiene, Valentina., Hellas, Arto. - 1st ed. 2017. - [S. l. : s. n.]. - XI, 245 p. 69 illus. - Б. ц.
Рубрики: Education—Data processing.
   Science education.
   Application software.
   Computers and civilization.
   Personal computers.
   Learning.
   Instruction.
   Computers and Education.
   Science Education.
   Computer Appl. in Social and Behavioral Sciences.
   Computers and Society.
   Personal Computing.
   Learning & Instruction.
Анотація: This book constitutes the refereed proceedings of the 10th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2017, held in Helsinki, Finland, in November 2017. The 18 full papers presented together with 1 invited talk were carefully reviewed and selected from 41 submissions. ISSEP presents this year a broad range of themes ranging from making informatics accessible to visually impaired students and computational thinking to context- and country specific challenges as well as teacher development and training.

Перейти: https://doi.org/10.1007/978-3-319-71483-7

Дод.точки доступу:
Dagiene, Valentina. \ed.\; Hellas, Arto. \ed.\; SpringerLink (Online service)
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    Wildlife Tourism, Environmental Learning and Ethical Encounters [[electronic resource] :] : ecological and Conservation Aspects / / ed.: Borges de Lima, Ismar., Green, Ronda J. - 1st ed. 2017. - [S. l. : s. n.]. - XIII, 292 p. 84 illus., 60 illus. in color. - Б. ц.
    Зміст:
Wildlife tourism management and phenomena: a web of complex conceptual, theoretical and practical issues --
A political ecology of the yellow-eyed penguin in Southern New Zealand: a conceptual and theoretical approach --
The intersections between lacustrine wildlife, tourism and conservation: scientific and educational opportunities in the Brazilian southern lakes --
Wildlife Tourism for Visitors' Learning Experiences: Some Evidences on the Royal Bengal Tiger in Bangladesh and in India --
Whale and dolphin watching, and visitors' experiential responses: a qualitative study on comments in a travel forum.- Will the Ark sink? Captive Wildlife, Tourism and the Human Relationship to Nature: Demystifying Zoos --
Wildlife tourism, a multidisciplinary field of inquiries and insights: final considerations.
Рубрики: Sustainable development.
   Tourism.
   Management.
   Nature conservation.
   Science education.
   Applied ecology.
   Sustainable Development.
   Tourism Management.
   Nature Conservation.
   Science Education.
   Applied Ecology.
Анотація: This book outlines the status quo of worldwide wildlife tourism and its impacts on planning, management, knowledge, awareness, behaviour and attitudes related to wildlife encounters. It sets out to fill the considerable gaps in our knowledge on wildlife tourism, applied ecology, and environmental education, providing comprehensive information on and an interdisciplinary approach to effective management in wildlife tourism. Examining the intricacies, challenges, and lessons learned in a meaningful and rewarding tourism niche, this interdisciplinary book comprehensively examines the major potentials and controversies in the wildlife tourism industry. Pursuing an insightful, provocative and hands-on approach, it primarily addresses two questions: ‘Can we reconcile the needs of the wildlife tourism industry, biodiversity conservation, ecological learning and animal ethics issues?’ and ‘What is the Future of the Wildlife Tourism Industry?’. Though primarily in tended as a research text, it also offers a valuable resource for a broad readership, which includes university and training students, researchers, scholars, tourism practitioners and professionals, planners and managers, as well as the staff of government agencies. .

Перейти: https://doi.org/10.1007/978-3-319-55574-4

Дод.точки доступу:
Borges de Lima, Ismar. \ed.\; Green, Ronda J. \ed.\; SpringerLink (Online service)
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    Visual-spatial Ability in STEM Education [[electronic resource] :] : transforming Research into Practice / / ed. Khine, Myint Swe. - 1st ed. 2017. - [S. l. : s. n.]. - VI, 263 p. 72 illus. - Б. ц.
Рубрики: Educational psychology.
   Education—Psychology.
   Mathematics—Study and teaching .
   Science education.
   Educational Psychology.
   Mathematics Education.
   Science Education.
Анотація: Each chapter in this book makes a unique contribution to the body of the literature and enhances the understanding of spatial ability and its influence on learning in the STEM disciplines. It addresses spatial abilities, ways to measure them as well as their impact and how they can affect learning subjects in scientific, technology and engineering domains. The volume deliberately covers a wide range perspectives from cognitive psychology, educational psychology, science, technology, engineering and mathematics, computer science, information technology disciplines to human development. Taking a broad view on the topic, chapters in the book discuss how to define spatial ability and its factors, the measurement of spatial ability and psychometric analyses, and educational strategies to improve spatial skills and their implications for science and technology education. The book thus provides an overview of current thinking about visual-spatial ability, spatial reasoning, and spatial skills.

Перейти: https://doi.org/10.1007/978-3-319-44385-0

Дод.точки доступу:
Khine, Myint Swe. \ed.\; SpringerLink (Online service)
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    Yates, Lyn.
    Knowledge at the Crossroads? [[electronic resource] :] : physics and History in the Changing World of Schools and Universities / / Lyn. Yates, Woelert, Peter., Millar, Victoria., O'Connor, Kate. ; . - 1st ed. 2017. - [S. l. : s. n.]. - XII, 257 p. - Б. ц.
    Зміст:
Introduction --
Chapter 1 Researching the changing world of education --
Part I: Re-thinking and reform of education today - Foundations and debates --
Chapter 2 Knowledge and education in the 21st century --
Chapter 3 History and physics as disciplines --
Chapter 4 New public management and the changing governance of universities --
Chapter 5 The changing agendas and governance of the school curriculum --
Part II Schools --
Chapter 6 Australian 'history wars': The contested purpose of history in the curriculum --
Chapter 7 The physics curriculum: What is the 'discipline' that needs to be nurtured? --
Chapter 8 Inward and outward facing knowledge: Curriculum purposes and slippages --
Part III Universities --
Chapter 9 'What does your discipline look like and how does it matter?' Historians and physicists talk --
Chapter 10 Disciplines and interdisciplinarity --
Chapter 11 Performance measurement and management --
Part IV: Knowledge, disciplinarity and the future --
Chapter 12 Regulation and governance in Australia: Implications for knowledge work --
Chapter 13 Genericism and specialisation: An ongoing problematic for schools and universities --
Chapter 14 Knowledge, disciplines, identities and the structuring of education.
Рубрики: Curriculums (Courses of study).
   Education—Curricula.
   Educational policy.
   Education and state.
   Science education.
   Child development.
   Higher education.
   Curriculum Studies.
   Educational Policy and Politics.
   Science Education.
   Early Childhood Education.
   Higher Education.
Анотація: There is much discussion about what needs to change in education institutions in the 21st century, but less attention given to how core disciplinary studies should be considered within that context. This book is based on a major 4-year research study of history and physics in the changing environment of schools and universities in Australia. Are these forms of knowledge still valuable for students? Are they complementary to, or at odds with the concerns about ‘21st century skills’, interdisciplinary and collaborative research teams, employability and ‘learner-centred’ education? How do those who work in these fields see changes in their disciplines and in their work environment? And what are the similarities and differences between the experiences of teachers and academics in physics and those in history? The book draws on interviews with 115 school teachers and university academics to provide new perspectives on two important issues. Firstly, how, for the purposes of today’s schools and universities, can we adequately understand knowledge and knowledge building over time? Secondly, what has been productive and what has been counter-productive in recent efforts to steer and manage the changes in Australia?

Перейти: https://doi.org/10.1007/978-981-10-2081-0

Дод.точки доступу:
Woelert, Peter.; Millar, Victoria.; O'Connor, Kate.; Yates, Lyn. \.\; SpringerLink (Online service)
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    Learning from Dynamic Visualization [[electronic resource] :] : innovations in Research and Application / / ed.: Lowe, Richard., Ploetzner, Rolf. - 1st ed. 2017. - [S. l. : s. n.]. - XVII, 386 p. 81 illus. - Б. ц.
    Зміст:
Introduction --
Section I. Innovations in Representation and Design --
A Composition Approach to Design of Educational Animations, Richard Lowe and Jean-Michel Boucheix --
Learning from Animations: From 2d to 3d? Stephan Schwan and Frank Papenmeier --
Looking Across Instead of Back and Forth: How the Simultaneous, Presentation of Multiple Animation Episodes Facilitates Learning, Rolf Ploetzner and Richard Lowe --
Learning from Static and Dynamic Visualizations: What Kind of Questions Should We Ask? Inga Wagner and Wolfgang Schnotz --
The Role of Craft-Based Knowledge in the Design of Dynamic Visualizations, Jodie Jenkinson --
Designing Instructional Science Visualizations in the Trenches: Where Research Meets Production Reality, Gael G. McGill --
Section II. Innovations in Assessment --
Dynamic Visuospatial Ability and Learning from Dynamic Visualizations, Christopher A. Sanchez and Jennifer Wiley --
Demonstration Tasks for Assessment, Richard Lowe, Jean-Michel Boucheix and Benjamin Fillisch --
Assessing Science Inquiry and Reasoning Using Dynamic Visualizations and Interactive Simulations, Jodi Davenport and Edys Quellmalz --
Design of Effective Dynamic Visualizations — A Struggle between the Beauty and the Beast? --
Commentary on Sections I and II, Katharina Scheiter --
Section III. Innovations in Scaffolding --
Attention Guidance Strategies for Supporting Learning from Dynamic Visualizations, Bjorn De Koning and Halska Jarodzka --
Learning Three-Dimensional Anatomical Structures with Animation: Effects of Orientation References and Learners' Spatial Ability, Sandra Berney and Mireille Betrancourt --
Section IV. Innovations in Learner Engagement --
Self-Generated Drawing: A Help or Hindrance to Learning from Animation? Richard Lowe and Lucia Mason --
Drawing for Promoting Learning and Engagement with Dynamic Visualizations, Mike Stieff --
Strategies for Learning from Animation With and Without Narration, Rolf Ploetzner and Bianka Breyer --
Guiding Cognitive Processing During Learning with Animations - Commentary on Sections III and IV, Richard E. Mayer --
About the Editors --
About the Contributors --
Index.
Рубрики: Learning.
   Instruction.
   Educational psychology.
   Education—Psychology.
   Science education.
   Learning & Instruction.
   Educational Psychology.
   Science Education.
Анотація: This volume tackles issues arising from today’s high reliance on learning from visualizations in general and dynamic visualizations in particular at all levels of education. It reflects recent changes in educational practice through which text no longer occupies its traditionally dominant role as the prime means of presenting to-be-learned information to learners. Specifically, the book targets the dynamic visual components of multimedia educational resources and singles out how they can influence learning in their own right. It aims to help bridge the increasing gap between pervasive adoption of dynamic visualizations in educational practice and our limited understanding of the role that these representations can play in learning. The volume has recruited international leaders in the field to provide diverse perspectives on the dynamic visualizations and learning. It is the first comprehensive book on the topic that brings together contributions from both renowned researchers and expert practitioners. Rather than aiming to present a broad general overview of the field, it focuses on innovative work that is at the cutting edge. As well as further developing and complementing existing approaches, the contributions emphasize fresh ideas that may challenge existing orthodoxies and point towards future directions for the field. They seek to stimulate further new developments in the design and use of dynamic visualizations for learning as well as the rigorous, systematic investigation of their educational effectiveness.the volume

Перейти: https://doi.org/10.1007/978-3-319-56204-9

Дод.точки доступу:
Lowe, Richard. \ed.\; Ploetzner, Rolf. \ed.\; SpringerLink (Online service)
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10.

    Research on e-Learning and ICT in Education [[electronic resource] :] : technological, Pedagogical and Instructional Perspectives / / ed.: Anastasiades, Panagiotes., Zaranis, Nicholas. - 1st ed. 2017. - [S. l. : s. n.]. - XXIII, 301 p. 58 illus., 46 illus. in color. - Б. ц.
    Зміст:
Part I. ICT in Education --
An Instructional-Learning Model Applying Problem-Based Learning Enabled by ICTs --
ICT and Collaborative Creativity in Modern School towards Knowledge Society --
Contextualized Educators’ Training: The Case of Digital Storytelling --
Part II. ICT in Preschool and Primary Education --
Investigating Young Children’s Engagement with Computer use as a School Activity: A Pilot Study --
Using a Research Based Learning Environment’s Appropriation, as the Context for a Professional Development Intervention in ICT Integration in the Classroom --
Part III: ICT in Secondary Education --
Evaluating the use of Laptop Computers in Secondary Education in Greece: Findings from a National Survey of Teachers --
Producing Educational Videos: A Field-Based Implementation with PBL Methodology --
Fostering Students’ Understanding with Web-Based Simulations in an Inquiry Continuum Framework --
Part IV. E-learning in Higher Education --
How Personalization may Benefit the Learning Design Process with LAMS --
The Design, Implementation, and Evaluation of a Two-Layer Peer-Assessment Scheme in an Undergraduate Course Wiki: Findings from a Case Study --
Gamification & Game Mechanics Based E-learning: A Moodle Implementation and Its Effect on User Engagement --
Part V. E-learning for Educators --
Investigating the Role of Structure in on-line Teachers' Communities of Learning --
Online Learning and Self-Regulation: Balancing Between Personal and Social Dimensions --
Development of a Blended Learning Program and Its Pilot Implementation for Professional Development of Science Teachers --
Part VI. Teachers’ Views Towards ICT --
Factors Affecting Greek Kindergarten Teachers to Support or Oppose ICT in Education --
Differences in Attitudes Towards ICT in Education Between Freshmen and Senior Students of Department of Primary Education in Greece --
Teachers’ Views of Technological Pedagogical Content Knowledge: The Case of Compulsory Education Science In-Service Teachers --
Part VII. ICT for Specialized Uses --
The Use of Information and Communication Technologies for Inclusive Education in Greece --
Dyslexia in Primary School: A New Platform for Identifying Reading Errors and Improving Reading Skills --
Part VIII. European Education Policy and ICT --
Parallel Association Between the European Educational Policy on Lifelong Education and the Introduction to Information Society (1995 – 2010) --
Teachers’ Professional Development in the Theme of Competence Based Learning - Impact & Lessons Learnt.
Рубрики: Educational technology.
   Learning.
   Instruction.
   Science education.
   Educational Technology.
   Learning & Instruction.
   Science Education.
Анотація: This book is an essential text for researchers and academics seeking the most comprehensive and up-to-date coverage of all aspects of e-learning and ICT in education. It provides expanded peer-reviewed content from research presented at the 9th Panhellenic Conference on ICT in Education. It focuses on providing original research on the most cutting edge e-Learning technologies, including CSCL, ICT based learning, ICT and instructional design, serious games and game design, virtual learning environments, robotics in education, ubiquitous learning, distance learning, digital literacies, learning analytics, social media in education and e-assessment. .

Перейти: https://doi.org/10.1007/978-3-319-34127-9

Дод.точки доступу:
Anastasiades, Panagiotes. \ed.\; Zaranis, Nicholas. \ed.\; SpringerLink (Online service)
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11.

    Schulte, Theresa.
    Desirable Science Education [[electronic resource] :] : findings from a Curricular Delphi Study on Scientific Literacy in Germany / / Theresa. Schulte ; . - 1st ed. 2017. - [S. l. : s. n.]. - XXI, 273 p. 26 illus. - Б. ц.
    Зміст:
Science in the Context of General Education --
Curricular Processes in Science Education --
Design of the Curricular Delphi Study on Science Education --
Instruments of Data Collection and Methods of Data Analysis --
Results of the Different Rounds --
Comparison to Findings in Other (European) Countries.
Рубрики: Science education.
   Literacy.
   Science Education.
   Literacy.
Анотація: As part of an international curricular Delphi study, Theresa Schulte realizes an empirically based approach to a contemporary understanding of scientific literacy from the perspective of different stakeholders in Germany. The analyses show in which areas changes are necessary so that science education can better fulfill its claim to contribute to students’ general education and literacy. Contents Science in the Context of General Education Curricular Processes in Science Education Design of the Curricular Delphi Study on Science Education Instruments of Data Collection and Methods of Data Analysis Results of the Different Rounds Comparison to Findings in Other (European) Countries Target Groups Researchers and students in the fields of chemistry education and science education Teachers of natural sciences, especially chemistry The Author Dr. Theresa Schulte holds a doctoral degree from the Department of Chemistry Education of Freie Universitat Berlin, Germany. She cooperated in an EU project to promote scientific literacy in Europe and is currently a chemistry and English teacher at a secondary school.

Перейти: https://doi.org/10.1007/978-3-658-18254-0

Дод.точки доступу:
Schulte, Theresa. \.\; SpringerLink (Online service)
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12.

    Contemporary Research in Technology Education [[electronic resource] :] : helping Teachers Develop Research-informed Practice / / ed.: Williams, P John., Barlex, David. - 1st ed. 2017. - [S. l. : s. n.]. - VIII, 205 p. 62 illus. - Б. ц.
    Зміст:
Chapter 1 Introduction --
Chapter 2 Ideas about Design: Towards Appropriate Pedagogy for Teaching Design at the School Level --
Chapter 3 Fostering Deep Learning and Critical Thinking amongst Net Generation Learners --
Chapter 4 A Case Study on Problem Solving based on a Design Process in a Middle School Invention Class --
Chapter 5 CAD and Creativity at Key Stage 3 --
Chapter 6 Mixed Media Modelling of Technological Concepts in Electricity --
Chapter 7 Difficulties in Teaching and Learning Sectional Drawing in a University based in the Eastern Cape, South Africa --
Chapter 8 Let's Get Kids Talking in Technology: Implications for Teachers --
Chapter 9 Teaching Bioethics: The intersection of values and the applications that advances in technology make possible --
Chapter 10 Exploring the Role of Professional Learning Communities in Supporting the Identity Transition of Beginning Design and Technology Teachers --
Chapter 11 Technology Education Teachers' Professional Development through Action Research --
Chapter 12 Technology Education: Education for Enterprise (E4E) in New Zealand a Connected Curriculum --
Chapter 13 A Synoptic View.
Рубрики: Science education.
   International education .
   Comparative education.
   Technical education.
   Science Education.
   International and Comparative Education.
   Engineering/Technology Education.
Анотація: This book provides an overview of contemporary postgraduate research in Technology Education, bringing recent research on technology education to the attention of teachers so that they can use the findings to inform their practice, while also informing the education research community about studies being carried out in the field of Technology Education. The book brings together significant international research on Technology Education by focusing on contemporary PhD theses. While the conceptual underpinnings of each research project are explained, the focus is on elaborating the findings in ways that are relevant for practitioners. The book features contributions from doctoral students who completed their research in 2013. Each chapter employs a similar structure, with a focus on what the research means for classroom teachers. The book offers a valuable resource for researchers, teachers and potential researchers, with suggestions for further study. Each chapter also includes references to the digital edition of the respective full thesis, allowing readers to consult the research in detail if necessary.

Перейти: https://doi.org/10.1007/978-981-10-2819-9

Дод.точки доступу:
Williams, P John. \ed.\; Barlex, David. \ed.\; SpringerLink (Online service)
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13.

    Belland, Brian R.
    Instructional Scaffolding in STEM Education [[electronic resource] :] : strategies and Efficacy Evidence / / Brian R. Belland ; . - 1st ed. 2017. - [S. l. : s. n.]. - XI, 144 p. 10 illus. - Б. ц.
    Зміст:
Introduction: Global view of scaffolding --
Societal goals in STEM education --
Instructional scaffolding: foundations and evolving definitions --
How computer-based scaffolding has been applied in different STEM fields --
Efficacy information according to scaffolding characteristics --
Efficacy information according to study quality --
Efficacy information according to assessment type --
Future directions in scaffolding in STEM --
Conclusion.
Рубрики: Science education.
   Mathematics—Study and teaching .
   Educational technology.
   Science Education.
   Mathematics Education.
   Educational Technology.
Анотація: This book uses meta-analysis to synthesize research on scaffolding and scaffolding-related interventions in STEM (science, technology, engineering, and mathematics) education. Specifically, the volume examines the extent to which study quality, assessment type, and scaffolding characteristics (strategy, intended outcome, fading schedule, scaffolding intervention, and paired intervention) influence cognitive student outcomes. It includes detailed descriptions of the theoretical foundations of scaffolding, scaffolding strategies that have been proposed to meet different intended learning outcomes in STEM, and associated efficacy information. Furthermore, the book describes assessment strategies and study designs which can be used to evaluate the influence of scaffolding, and suggests new fields in which scaffolding strategies that have proven efficacious may be used.

Перейти: https://doi.org/10.1007/978-3-319-02565-0

Дод.точки доступу:
Belland, Brian R. \.\; SpringerLink (Online service)
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14.

    Lee, Yew-Jin.
    East-Asian Primary Science Curricula [[electronic resource] :] : an Overview Using Revised Bloom's Taxonomy / / Yew-Jin. Lee, Kim, Mijung. [et al.] ; . - 1st ed. 2017. - [S. l. : s. n.]. - XIII, 81 p. 2 illus. - Б. ц.
    Зміст:
Chapter 1 Primary Science Curricula: Past and Present Realities --
Chapter 2 Revised Bloom's Taxonomy: The Swiss Army Knife in Curriculum Research --
Chapter 3 Curricula, Coders, and Coding --
Chapter 4 The Intellectual Demands of East-Asian Primary Science Curricula --
Chapter 5 The Shape of Intellectual Demands in East-Asia Primary Science Curricula.
Рубрики: Science education.
   Curriculums (Courses of study).
   Education—Curricula.
   Learning.
   Instruction.
   Science Education.
   Curriculum Studies.
   Learning & Instruction.
Анотація: This book describes a comparative study of the primary science learning objectives (from the cognitive domain) in the curriculum of six high-achieving East Asian states — mainland China, Hong Kong, Taiwan, Korea, Japan and Singapore. Specifically, the authors use one of the most widely accepted and useful tools in curriculum research — revised Bloom’s Taxonomy. This is the first time that such findings from all six states have been published in one place and the results are valuable for policymakers, educators and researchers around the globe. Our new English translations of the primary science learning objectives in China, Taiwan and Korea will also greatly facilitate future analyses of these curricula.

Перейти: https://doi.org/10.1007/978-981-10-2690-4

Дод.точки доступу:
Kim, Mijung.; Jin, Qingna.; Yoon, Hye-Gyoung.; Matsubara, Kenji.; Lee, Yew-Jin. \.\; SpringerLink (Online service)
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15.

    Chinese Science Education in the 21st Century: Policy, Practice, and Research [[electronic resource] :] : 21 ????????:???????? / / ed.: Liang, Ling L., Liu, Xiufeng., Fulmer, Gavin W. - 1st ed. 2017. - [S. l. : s. n.]. - XXXI, 448 p. 62 illus., 44 illus. in color. - Б. ц.
    Зміст:
ACKNOWLEDGMENTS --
SERIES FOREWORD, Dana Zeidler --
PREFACE --
INTRODUCTION: CHINESE SCIENCE EDUCATION IN A GLOBAL CONTEXT --
PART I. SCIENCE EDUCATION REFORM POLICIES --
Editor’s Introduction: Part I --
Chapter 1. Status of Chinese Science Education Reforms: Policies and Development Framework, Hongshia Zhang & Dongshen Wan --
PART II. SCIENCE CURRICULUM AND INSTRUCTION --
Editor’s Introduction: Part II --
Chapter 2. An Overview of Early Childhood Science Education in China, Xiaoyi Gao & Baohui Zhang --
Chapter 3. Elementary Science Education Reform in Guangzhou: Expectations and Changes, Lingbiao Gao, Cuidian Feng, Maorong Zhan, & Xueping Zheng --
Chapter 4. Science Teaching Practices in Junior Secondary Schools, Hongjia Ma, Gavin W. Fulmer & Ling L. Liang --
Chapter 5. Science Curriculum and implementation in Senior Secondary School, Xiao Huang, Lin Ding & Bingyuan Hu --
Chapter 6. Examining the Senior Secondary School Chemistry Curriculum in China in View of Scientific Literacy, Bing Wei & Bo Chen --
PART III. SOCIO-CULTURAL ASPECTS IN SCIENCE EDUCATION --
Editor’s Introduction: Part III --
Chapter 7: Challenges and Opportunities for Environmental Education Towards Education for Sustainable Development in Chinese Communities, Irene Nga-yee Cheng & Winnie Wing-mui So --
Chapter 8. Hong Kong Students' Decision Making about Ecological and Health Issues, Y. C. Lee --
PART IV. ASSESSMENT --
Editor’s Introduction: Part IV --
Chapter 9. Assessing Science Learning in Schools: Current Policy and Practices, Cuidian Feng & Lingbiao Gao --
Chapter 10. Alignment between the National Science Curriculum Standards and Standardized Exams at Secondary School Gateways, Xian Chen, Min Y. Jiang, Li Cai, Ling L. Liang, Jin Du, Yan Zhou --
Chapter 11. Relationship between Science Teachers’ Conceptions of Assessment of Students’ Academic Performance and Their Instructional Approaches, Weining Wu --
PART V. SCIENCE LEARNING IN INFORMAL SETTINGS --
Editor’s Introduction: Part V --
Chapter 12. An Examination of National Policy on Youth Science Learning in Informal Education Settings and Its Implementation in China, Huiliang Zhang & Shunke Shi --
Chapter 13. An Overview of Research on Informal Science Learning among China’s Youth, Fujun Ren & Jingying Wang --
Chapter 14. Effects of Media on Science Learning of Chinese Youths: A Synthesis of Literature and a Case Study, Ling Chen, Yan Yan & Jie Yuan --
Chapter 15. A Case Study of a Science Teacher in a Science Club Teaching Scientific Inquiry, Xiu-Ju Li --
Chapter 16. Students’ Views of Science Learning During Visits to Science Museums: A Case Study, Lihui Wang --
PART VI. SCIENCE TEACHER EDUCATION --
Editor’s Introduction: Part VI --
Chapter 17. An Overview of Professional Preparation for Pre-Service and In-Service Science Teachers, Cheng Liu & Enshan Liu --
Chapter 18. Enhancing Science Teacher Professional Development: Lessons from a Study of Misconceptions of Junior Secondary Biology Teachers, Enshan Liu & Mingyu Li --
Chapter 19. Video Case Instruction: A New Approach to Instructional Design and Practice for Pre-Service Chemistry Teachers, Zhen Lu & Lyna Kwan --
EPILOGUE.
Рубрики: Science education.
   Learning.
   Instruction.
   Science Education.
   Learning & Instruction.
Анотація: This book provides an overview of science education policies, research and practices in mainland China, with specific examples of the most recent developments in these areas. It presents an insiders’ report on the status of Chinese science education written primarily by native speakers with first-hand experiences inside the country. In addition, the book features multiple sectional commentaries by experts in the field that further connect these stories to the existing science education literature outside of China. This book informs the international community about the current status of Chinese science education reforms. It helps readers understand one of the largest science education systems in the world, which includes, according to the Programme for International Student Assessment, the best-performing economy in the world in science, math and reading: Shanghai, China. Readers gain insight into how science education in the rest of China compares to that in Shanghai; the ways Chinese science educators, teachers and students achieve what has been accomplished; what Chinese students and teachers actually do inside their classrooms; what educational policies have been helpful in promoting student learning; what lessons can be shared within the international science education community; and much more. This book appeals to science education researchers, comparative education researchers, science educators, graduate students, state science education leaders and officers in the international communities. It also helps Chinese students and faculty of science education discover effective ways to share their science education stories with the rest of the world. .

Перейти: https://doi.org/10.1007/978-94-017-9864-8

Дод.точки доступу:
Liang, Ling L. \ed.\; Liu, Xiufeng. \ed.\; Fulmer, Gavin W. \ed.\; SpringerLink (Online service)
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16.

    Preparing Informal Science Educators [[electronic resource] :] : perspectives from Science Communication and Education / / ed. Patrick, Patricia G. - 1st ed. 2017. - [S. l. : s. n.]. - XXXIV, 600 p. 53 illus. - Б. ц.
    Зміст:
Foreword, Lynn Dierking --
Introduction, Patricia G. Patrick --
About the Editor --
About the Contributors --
Defining ISE --
1. Formerly ISE: Preparation for Continual Science Learning, Phyllis Katz --
Professional Development --
2. Informal Science Educators and the Nine Dimensions of Reflective Practice, Patricia G. Patrick --
3. Facilitating Deep Conceptual Learning: The Role of Reflection and Learning Communities, Heather King and Lynn Tran --
4. From Acquisition to Inquiry: Supporting Informal Educators through Iterative Implementation of Practice, Lauren B. Allen and Kevin Crowley --
5. Museum Science Teaching: Museum Educators’ Personal Epistemologies and Created Learning Experiences, Jung-Hua Yeh --
6. Informal Science Educator Identity Construction, Brad McLain --
Designing Programs --
7. There is no “Off Button” to Explaining: Theorizing identity development in youth who work as floor facilitators, Preeti Gupta and Jennifer Correa --
8. Integrating Mobile Computers into Informal Science Education, Heather Toomey Zimmerman and Susan M. Land --
9. Designing Informal Astronomy Education Toward Participatory Learning Environments, Mi Song Kim --
10. Developing Effective Pedagogical Approaches in Science Outreach Programs for Young Children, Christine Howitt, Elaine Blake & Leonie Rennie --
11. Gender Differences Reflected in Conversations at Exhibits, Sue Dale Tunnicliffe --
12. The Challenges of ‘Measuring Long-term Impacts of a Science Center on its Community’: A Methodological Review, Eric Jensen and Thomas Lister --
13. Utilizing indicator-based methods: 'Measuring the impact of a science center on its community', John H. Falk and Mark D. Needham --
Bridging the Gap Between Formal and Informal Educators --
14. Visualising Social Network Structures in the Training of Professional Learning Communities of Educators in Informal and Formal Settings, Jakob Egg, Suzanne Kapelari & Justin Dillon --
15. Professional Development: Targeted On-the-Job Trainings, Chance Sanford and Victoria Sokol --
16. Multiple Approaches to Using Informal Science Education Contexts to Prepare Informal and Formal Science Educators, Emily Hestness, Kelly Riedinger, and J. Randy McGinnis --
17. Extending Classrooms into Parks Through Informal Science Learning and Place-Based Education, Jennifer Adams and Brett Branco --
18. Preparing Informal Science Educators in a Formal Science Teacher Education Program: An Oxymoron? Catherine E. Matthews, Susannah Thompson, and Sadie Camfield Payne --
19. A Comparative Look at Informal Science Education & Environmental Education in Bengkulu Province, Indonesia & North Carolina, USA, Aceng Ruyani and Catherine E. Matthews --
20. Explorers of Nature in Natural History Museums – An Approach to Integrating Children with Refugee or Migration Status, Alexandra Moormann --
Science Communication --
21. Preparing Scientists to be Science Communicators, Ayelet Baram-Tsabari and Bruce V. Lewenstein --
22. ‘User-Generated’ Educators: The New Frontier or a Far-Fetched Dream? Maria Xanthuoudaki and Enrico Miotto --
23. Teaching the Theory of Evolution in Informal Settings to Those Who Are Uncomfortable with It, Michael J. Reiss --
24. Addressing Nature of Scientific Knowledge in the Preparation of Informal Educators, Judith S. Lederman and Gary M. Holliday --
25. The Attributes of Informal Science Education: A Science Communication Perspective, Susan M. Stocklmayer and Leonie J. Rennie --
26. Sense of Conservation: When is a Black Rat Snake (Elaphe obsolete) Really Just a Snake? Patricia G. Patrick --
27. Opening Up the Dialogic Space. Using Questions to Facilitate Deeper Informal Learning, Martin Braund and Anthony Lelliott --
Concluding Chapter, Joy Kubarek.
Рубрики: Science education.
   Teaching.
   Learning.
   Instruction.
   Science Education.
   Teaching and Teacher Education.
   Learning & Instruction.
Анотація: This book provides a diverse look at various aspects of preparing informal science educators. Much has been published about the importance of preparing formal classroom educators, but little has been written about the importance, need, and best practices for training professionals who teach in aquariums, camps, parks, museums, etc. The reader will find that as a collective the chapters of the book are well-related and paint a clear picture that there are varying ways to approach informal educator preparation, but all are important. The volume is divided into five topics: Defining Informal Science Education, Professional Development, Designing Programs, Zone of Reflexivity: The Space Between Formal and Informal Educators, and Public Communication. The authors have written chapters for practitioners, researchers and those who are interested in assessment and evaluation, formal and informal educator preparation, gender equity, place-based education, professional development, program design, reflective practice, and science communication. Readers will draw meaning and usefulness from the array of professional perspectives and be stimulated to begin a quest to scaffold programs and professional development around the frameworks described in this book. .

Перейти: https://doi.org/10.1007/978-3-319-50398-1

Дод.точки доступу:
Patrick, Patricia G. \ed.\; SpringerLink (Online service)
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17.

    Overcoming Students' Misconceptions in Science [[electronic resource] :] : strategies and Perspectives from Malaysia / / ed.: Karpudewan, Mageswary., Md Zain, Ahmad Nurulazam., Chandrasegaran, A.L. - 1st ed. 2017. - [S. l. : s. n.]. - XVI, 344 p. 52 illus. - Б. ц.
    Зміст:
Chapter 1 Misconceptions in science education: An overview --
Part I: Misconceptions identified during teaching and learning of primary science and strategies used to address the identified misconceptions --
Chapter 2 Utilizing concept cartoons to diagnose and remediate misconceptions related to photosynthesis among primary school students --
Chapter 3 Facilitating primary school students' understanding of water cycle through guided inquiry-based learning --
Chapter 4 A study on addressing students' misconceptions about condensation using the Predict-Discuss-Explain-Observe-Discuss-Explain (PDEODE) strategy --
Chapter 5 Inquiry-discovery teaching approach as a means to remediate primary students' misconceptions about the phases of the moon --
Part II: Misconceptions about Chemistry concepts and strategies to address the identified misconceptions --
Chapter 6 Misconceptions in electrochemistry: How do pedagogical agents help? --
Chapter 7 The effectiveness of Computer-Assisted Instruction (CAI) in promoting pre-university students' understanding of chemical bonding and remediating their misconceptions --
Chapter 8 Green chemistry-based Dual-Situated Learning Model: An approach that reduces students' misconceptions on acids and bases --
Chapter 9 The effectiveness of Physical Education Technology (PhET) interactive simulations in enhancing matriculation students' understanding of chemical equilibrium and remediating their misconceptions --
Part III: Misconceptions about Physics concepts and strategies to address the identified misconceptions --
Chapter 10 The integration of fund of knowledge in the hybridization cognitive strategy to enhance secondary students' understanding of physics optical concepts and remediating their misconceptions --
Chapter 11 Fostering understanding and reducing misconceptions about image formation by a plane mirror using constructivist-based hands-on activities --
Chapter 12 Addressing secondary school students' misconceptions about simple current circuits using the learning cycle approach --
Chapter 13 The use of the Process Oriented Guided-Inquiry Learning (POGIL) approach to address Form One students' misconceptions about weight and mass --
Part IV: Misconceptions relevant to Biology concepts and strategies to address the identified misconceptions --
Chapter 14 Improving understanding and reducing matriculation students' misconceptions in immunity using the flipped classroom --
Chapter 15 Improving understanding and reducing secondary school students' misconceptions on cell division using animation-based instruction --
Chapter 16 Comparison between realistic and non-realistic simulations in reducing secondary school students' misconceptions on mitosis and meiosis processes --
Chapter 17 Climate change activities: A possible means to promote understanding and reduce misconceptions about acid rain, global warming, greenhouse effect and ozone layer depletion among secondary school students.
Рубрики: Science education.
   Science Education.
Анотація: This book discusses the importance of identifying and addressing misconceptions for the successful teaching and learning of science across all levels of science education from elementary school to high school. It suggests teaching approaches based on research data to address students’ common misconceptions. Detailed descriptions of how these instructional approaches can be incorporated into teaching and learning science are also included. The science education literature extensively documents the findings of studies about students’ misconceptions or alternative conceptions about various science concepts. Furthermore, some of the studies involve systematic approaches to not only creating but also implementing instructional programs to reduce the incidence of these misconceptions among high school science students. These studies, however, are largely unavailable to classroom practitioners, partly because they are usually found in various science education journals that teachers have no time to refer to or are not readily available to them. In response, this book offers an essential and easily accessible guide.

Перейти: https://doi.org/10.1007/978-981-10-3437-4

Дод.точки доступу:
Karpudewan, Mageswary. \ed.\; Md Zain, Ahmad Nurulazam. \ed.\; Chandrasegaran, A.L. \ed.\; SpringerLink (Online service)
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18.

    Robotics in STEM Education [[electronic resource] :] : redesigning the Learning Experience / / ed. Khine, Myint Swe. - 1st ed. 2017. - [S. l. : s. n.]. - VI, 262 p. 119 illus. - Б. ц.
    Зміст:
Bringing Robotics in Classrooms, Amy Eguchi --
Meeting 21st Century Robotics and Automation Workforce Needs, Alex Sergeyev --
The Open Academic Robot Kit, Raymond Sheh --
Robotics Festival and Competitions Designed for STEM+C Education, ChanJin Chung, Christopher Cartwright, and Joe DeRose --
Systems Thinking Approach to Robotics Curriculum in Schools, Christina Chalmers --
How have Robots supported STEM Teaching? Fabiane Barreto, Vavassori Benitti, Newton Spolaor --
Combating the War Against Machines through an Innovative, Hands-on Approach to Coding, Jacqui Chetty --
The Impact of Learning through Educational Robotics inK-8 School Subjects, Park Jungho --
Dancing, Drawing, and Dramatic Robots: Integrating Robotics and the Arts to Teach Foundational STEAM Concepts to Young Children, Amanda Sullivan, Amanda Strawhacker, Marina Umaschi Bers.-STEM Education by Exploring Robotics, Francis Tuluri --
Robotics as Educational Tool: Enhancing STEM Education, Myint Swe Khine.
Рубрики: Science education.
   Technical education.
   Educational technology.
   Mathematics—Study and teaching .
   Learning.
   Instruction.
   Science Education.
   Engineering/Technology Education.
   Technology and Digital Education.
   Mathematics Education.
   Learning & Instruction.
Анотація: This book describes recent approaches in advancing STEM education with the use of robotics, innovative methods in integrating robotics in school subjects, engaging and stimulating students with robotics in classroom-based and out-of-school activities, and new ways of using robotics as an educational tool to provide diverse learning experiences. It addresses issues and challenges in generating enthusiasm among students and revamping curricula to provide application focused and hands-on approaches in learning . The book also provides effective strategies and emerging trends in using robotics, designing learning activities and how robotics impacts the students’ interests and achievements in STEM related subjects. The frontiers of education are progressing very rapidly. This volume brought together a collection of projects and ideas which help us keep track of where the frontiers are moving. This book ticks lots of contemporary boxes: STEM, robotics, coding, and computational thinking among them. Most educators interested in the STEM phenomena will find many ideas in this book which challenge, provide evidence and suggest solutions related to both pedagogy and content. Regular reference to 21st Century skills, achieved through active collaborative learning in authentic contexts, ensures the enduring usefulness of this volume. John Williams Professor of Education and Director of the STEM Education Research Group Curtin University, Perth, Australia.

Перейти: https://doi.org/10.1007/978-3-319-57786-9

Дод.точки доступу:
Khine, Myint Swe. \ed.\; SpringerLink (Online service)
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19.

    Critique in Design and Technology Education [[electronic resource] /] : монография / ed.: Williams, P John., Stables, Kay. - 1st ed. 2017. - [S. l. : s. n.]. - XIV, 320 p. 17 illus. - Б. ц.
    Зміст:
Chapter 1 Philosophy as Critique --
Chapter 2 Critique of Technology --
Chapter 3 Critiquing Design: Perspectives and World Views on Design, and Design and Technology Education, for the Common Good --
Chapter 4 The Identification and Location of Critical Thinking and Critiquing in Design and Technology Education --
Chapter 5 Alternative Knowledge Systems --
Chapter 6 Critiquing as Design and Technology Curriculum Journey: History, Theory, Politics, and Potential --
Chapter 7 Critique as Disposition --
Chapter 8 Empathy as an Aspect for Critical Thought and Action in Design and Technology --
Chapter 9 Critiquing Teaching: Developing Critique through Critical Reflection and Reflexive Practice --
Chapter 10 A Critique of Technology Education for All in a Social and Cultural Environment --
Chapter 11 Disruptive Technologies --
Chapter 12 Critiquing Literature: Children's Literature as a Learning Tool for Critical Awareness --
Chapter 13 Modelling as a Form of Critique --
Chapter 14 Politicizing the Discourse of Consumerism: Reflections on the Story of Stuff --
Chapter 15 Hyper Design Thinking: Critique, Praxis and Reflection.
Рубрики: Educational technology.
   Science education.
   Education—Philosophy.
   Art education.
   Educational Technology.
   Science Education.
   Educational Philosophy.
   Creativity and Arts Education.
Анотація: This book addresses notions of critique in Design and Technology Education, facilitating a conceptual and practical understanding of critique, and enabling both a personal and pedagogical application to practice. Critique can be a frame of mind, and may be related to a technology, product, process or material. In a holistic sense, critique is an element of a person’s technological literacy, a fundamentally critical disposition brought to bear on all things technological. This book provides a reasoned conceptual framework within which to develop critique, and examples of applying the framework to Design and Technology Education. The book builds on The Future of Technology Education published by Springer as the first in the series Contemporary Issues in Technology Education. In the 21st century, an ‘age of knowledge’, students are called upon to access, analyse and evaluate constantly changing information to support personal and workplace decision making and on-going innovation. A critical Design and Technology Education has an important role to play, providing students with opportunities to integrate economic, environmental, social and technological worlds as they develop and refine their technological literacy. Through the design and development of technology, they collaborate, evaluate and critically apply information, developing cognitive and manipulative skills appropriate to the 21st century. Critique goes beyond review or analysis, addressing positive and negative technological development. This book discusses and applies this deeper perspective, identifying a clear role for critique in the context of Design and Technology Education.

Перейти: https://doi.org/10.1007/978-981-10-3106-9

Дод.точки доступу:
Williams, P John. \ed.\; Stables, Kay. \ed.\; SpringerLink (Online service)
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20.

    Science Education: A Global Perspective [[electronic resource] /] : монография / ed. Akpan, Ben. - 1st ed. 2017. - [S. l. : s. n.]. - XI, 357 p. 29 illus., 23 illus. in color. - Б. ц.
    Зміст:
Preface --
Chapter 1: Introduction, Ben Akpan --
SECTION ONE: Nature of Science View --
Chapter 2: Exploring nature of science and argumentation in science education, Christine V. McDonald --
Chapter 3: The Relationship between Science and Religion – a contentious and complex issue facing science education, Keith S Taber --
Chapter 4: Representing evolution in science education: The challenge of teaching about natural Selection, Keith S Taber --
Chapter 5: History and philosophy of acidity – engaging with learners by a different route, John Oversby --
SECTION TWO: Science and National Development --
Chapter 6: Science Education for National Development: Indian Perspective, Sudhakar C. Agarkar --
Chapter 7: Improving Basic Science and Mathematics Education in South East Asia – the Role of SEAMEO RECSAM, Devadason Robert Peter --
Chapter 8: Science and Technology Education Initiatives in Nigeria: The Case of STEP-B, Michael U. Adikwu, Mercy O. Agunbiade and John M. U. Abah --
Chapter 9: Harnessing Endogenous Research and Innovation in Nigeria for National Transformation, Paul A. Eniayeju --
SECTION THREE: Curriculum and Pedagogical Considerations in Science Education --
Chapter 10: Motivational Science Teaching using a Context-based Approach, Jack Holbrook and Miia Rannikmae --
Chapter 11: In The New Zealand Curriculum is it science education or education through science? One educator’s argument, Steven S. Sexton --
Chapter 12: Towards a socially responsible science education, Gilbert Onwu --
Chapter 13: Curriculum conception, implementation and evaluation: An experience, Cecilia Galvao, Claudia Faria, Sofia Freire, and Monica Baptista --
Chapter 14: Indigenous Knowledge and Teacher Professional Development in a West Brazil Context, Christiane Gioppo, Michelle Bocchi Goncalves, and Cristiane Vertelino Marques --
SECTION FOUR: Development and Future Studies in Science Education --
Chapter 15: International Perspectives and Recommendations on Equity and Gender: Development Studies in Science Education, Teresa J. Kennedy and Cheryl Sundberg --
Chapter 16: The Promise of Science Education Research, Lindsey N Conner --
Chapter 17: Science Education in a Future World, Ben Akpan --
Index.
Рубрики: Science education.
   Curriculums (Courses of study).
   Education—Curricula.
   Teaching.
   Learning.
   Instruction.
   Science Education.
   Curriculum Studies.
   Teaching and Teacher Education.
   Learning & Instruction.
Анотація: Science Education: A Global Perspective is ‘global’ both in content and authorship. Its 17 chapters by an assemblage of seasoned and knowledgeable science educators from many parts of the world seek to bring to the fore current developments in science education and their implications. The book thus covers a wide range of topics in science education from various national and international perspectives. These include the nature of science, science and religion, evolution, curriculum and pedagogy, context-based teaching and learning, science and national development, socially-responsible science education, equitable access for women and girls in science and technology education, and the benefits of science education research. It ends on an optimistic note by looking at science education in 50 years’ time with a recommendation, among others, for stakeholders to take the responsibility of preparing children towards a blossoming science education sector in an anticipated future world. This book is suitable for use by discerning researchers, teachers, undergraduate and postgraduate students in science education, and policy makers at all levels of education. Other educationalists and personnel in science and technology vocations will also find it interesting and useful as the reader-motivated approach has guided the presentation of ideas. Science Education: A Global Perspective is a rich compendium of the components of science education in context, practice, and delivery. Dr Bulent Cavas, Professor of Science Education, Dokuz Eylul Univerity, Buca-Izmir, Turkey/President-Elect, International Council of Associations for Science Education (ICASE) This book will be of immense relevance for current and future global strides in training and research in science education. Surinder K. Ghai, Chairman, Sterling Publishers Pvt. Ltd., New Delhi, India This book provides a refreshing insight into the current status and future direction of science education. It will be very useful to researchers, those pursuing undergraduate and post-graduate courses in science education, and all other personnel involved in the policy and practice of science education. Dr. Bennoit Sossou, Director/Country Representative, UNESCO Regional Office in Abuja, Nigeria .

Перейти: https://doi.org/10.1007/978-3-319-32351-0

Дод.точки доступу:
Akpan, Ben. \ed.\; SpringerLink (Online service)
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