Cognitive and Affective Aspects in Science Education Research Selected Papers from the ESERA 2015 Conference /
This edited volume brings forth intriguing, novel and innovative research in the field of science education. The chapters in the book deal with a wide variety of topics and research approaches, conducted in various contexts and settings, all adding a strong contribution to knowledge on science teach...
| Συγγραφή απο Οργανισμό/Αρχή: | |
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| Άλλοι συγγραφείς: | , , , , |
| Μορφή: | Ηλεκτρονική πηγή Ηλ. βιβλίο |
| Γλώσσα: | English |
| Έκδοση: |
Cham :
Springer International Publishing : Imprint: Springer,
2017.
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| Σειρά: | Contributions from Science Education Research,
3 |
| Θέματα: | |
| Διαθέσιμο Online: | Full Text via HEAL-Link |
Πίνακας περιεχομένων:
- Introduction, Kaisa Hahl, Kalle Juuti, Jarkko Lampiselkä, Anna Uitto and Jari Lavonen
- Section 1 – Teacher Knowledge
- Visualizing the Nature of Science: Beyond Textual Pieces to Holistic Images in Science Education, Sibel Erduran
- Using assessment materials to stimulate improvements in teaching and learning, Robin Millar
- Chemistry teachers’ perceptions and attitudes towards creativity in chemistry class, Annika Springub, Luzie Semmler, Shingo Uchinokura and Verena Pietzner
- “Creating creativity”: Improving pre-service teachers’ conceptions about creativity in chemistry, Markus Bliersbach and Christiane S. Reiners
- Is topic-specific PCK unique to teachers? Marissa Rollnick, Bette Davidowitz and Marietjie Potgieter
- Pedagogical Content Knowledge and Constructivist Teaching: A Hot Potato’s Last Straw in Swiss Science Classrooms, Alexander F. Koch
- Section 2 – Student engagement.- Quality of SSI scenarios designed by science teachers, Kari Sormunen, Anu Hartikainen-Ahia and Ilpo Jäppinen,- The use of drama in Socio-Scientific Inquiry Based Learning, Roald P. Verhoeff
- Useful plants as potential flagship species to counteract plant blindness, Peter Pany and Christine Heidinger
- Digital Videos of Experiments Produced by Students: Learning Possibilities, Wilmo Ernesto Francisco Junior
- Section 3 – Student learning and assessment
- Making sense of ‘making sense’ in science education: a microgenetic multiple case study, Richard Brock and Keith S. Taber
- Student difficulties with graphs in different contexts, Lana Ivanjek, Maja Planinic, Martin Hopf and Ana Susac
- Students’ mental models of human nutrition from a literature review, Aurelio Cabello-Garrido, Enrique España-Ramos and Ángel Blanco-López
- The PISA Science Assessment for 2015 and the Implications for Science Education: Uses and Abuses, Jonathan Osborne, Magnus Oskarsson, Margareta Serder and Svein Sjøberg
- Section 4 – Language in science classrooms
- Chemistry teachers’ professional knowledge, classroom action and students’ learning: the relevance of technical language, Holger Tröger, Elke Sumfleth and Oliver Tepner
- Analyzing Teachers’ Discursive Participation in Co-Taught Science-and-English CLIL Classrooms, Laura Valdés-Sánchez and Mariona Espinet
- Multilingual contexts overview: A new positioning for STEM Teaching/learning, Philip Clarkson and Lyn Carter
- Section 5 – Professional development
- Models and modelling in elementary school pre-service teacher education: Why we need both, Digna Couso and Anna Garrido
- Designing a course for enhancing prospective teachers’ inquiry competence, Marios Papaevripidou, Maria Irakleous and Zacharias C. Zacharia
- Investigating science teachers’ transformations of inquiry aspects when implementing research-based teaching-learning sequences, Alessandro Zappia, Giuliana Capasso, Silvia Galano, Irene Marzoli, Luigi Smaldone and Italo Testa
- Section 6 – Expanding science teaching and learning
- Cross-curricular goals and raising the relevance of science education, Nadja Belova, Johanna Dittmar, Lena Hansson, Avi Hofstein, Jan Alexis Nielsen, Jesper Sjöström and Ingo Eilks
- Integrating Mathematics into Science: Design, Development and Evaluation of a Curriculum Model, Gráinne Walshe, Jennifer Johnston and George McClelland
- Fostering European students’ STEM vocational choices, Irina Kudenko, Cristina Simarro and Roser Pintó
- The notion of praxeology as a tool to analyze educational process in science museums, Juliana Bueno and Martha Marandino
- Expanding the scope of science education: an activity-theoretical perspective, Yrjö Engeström.
