Approaches and Strategies in Next Generation Science Learning

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Sonst. Personen	Khine, Myint Swe (Hrsg.); Saleh, Issa M. (Hrsg.)
Titel	Approaches and Strategies in Next Generation Science Learning
Quelle	(2013), (383 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-4666-2809-X; 978-1-4666-2809-0
Schlagwörter	Teaching Methods; Science Education; Physical Sciences; Learning Theories; Science Instruction; Science Teachers; Elementary School Science; Geology; Science Curriculum; Curriculum Development; Self Management; Educational Strategies; Knowledge Base for Teaching; Science and Society; Evolution; Controversial Issues (Course Content); Educational Research; Research Methodology; Learner Engagement; Persuasive Discourse; Models; Secondary School Science; Simulation; Educational Games; Biology; Interdisciplinary Approach; Middle School Students; Urban Schools; Informal Education; Discourse Analysis; Classroom Communication; Socialization; Physical Environment; Theory Practice Relationship; Student Evaluation; Academic Standards; Inquiry; Measurement + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Naturwissenschaftliche Bildung; Natural sciences; Naturwissenschaften; Naturwissenschaft; Learning theory; Lerntheorie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Historische Geologie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Selbstmanagement; Lehrstrategie; Teaching theory; Theory of teaching; Unterrichtstheorie; Controversial issues; Kontroverse; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Persuasion; Persuasive Kommunikation; Analogiemodell; Simulation program; Simulationsprogramm; Educational game; Lernspiel; Biologie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Informelle Bildung; Nichtformale Bildung; Diskursanalyse; Klassengespräch; Socialisation; Sozialisation; Natürliche Umwelt; Theorie-Praxis-Beziehung; Schulnote; Studentische Bewertung; Messverfahren
Abstract	"Approaches and Strategies in Next Generation Science Learning" examines the challenges involved in the development of modern curriculum models, teaching strategies, and assessments in science education in order to prepare future students in the 21st century economies. This comprehensive collection of research brings together science educators, researchers, and administrators interested in enhancing the teaching and learning of next generation science. Contents include: (1) Self-Regulated Learning as a Method to Develop Scientific Thinking (Erin E. Peters Burton); (2) Multiple Perspectives for the Study of Teaching: A Conceptual Framework for Characterizing and Accessing Science Teachers' Practical-Moral Knowledge (Sara Salloum); (3) Teaching a Socially Controversial Scientific Subject: Evolution (Hasan Deniz); (4) A Theoretical and Methodological Approach to Examine Young Learners' Cognitive Engagement in Science Learning (Meng-Fang Tsai and Syh-Jong Jang); (5) Argumentation and Modeling: Integrating the Products and Practices of Science to Improve Science Education (Douglas Clark and Pratim Sengupta); (6) Reification of Five Types of Modeling Pedagogies with Model-Based Inquiry (MBI) Modules for High School Science Classrooms (Todd Campbell, Phil Seok Oh, and Drew Neilson); (7) Why Immersive, Interactive Simulation Belongs in the Pedagogical Toolkit of "Next Generation" Science: Facilitating Student Understanding of Complex Causal Dynamics (M. Shane Tutwiler and Tina Grotzer); (8) Teachers and Teaching in Game-Based Learning Theory and Practice (Mario M. Martinez-Garza and Douglas Clark); (9) Opening Both Eyes: Gaining an Integrated Perspective of Geology and Biology (Renee M. Clary and James H. Wandersee); (10) Promoting the Physical Sciences among Middle School Urban Youth through Informal Learning Experiences (Angela M. Kelly); (11) Rooted in Teaching: Does Environmental Socialization Impact Teachers' Interest in Science-Related Topics? (Lisa A. Gross, Joy James and Eric Frauman); (12) Analysis of Discourse Practices in Elementary Science Classrooms using Argument-Based Inquiry during Whole-Class Dialogue (Matthew J. Benus, Morgan B. Yarker, Brian M. Hand and Lori A. Norton-Meier); (13) Next Generation Science Assessment: Putting Research into Classroom Practice (Edward G. Lyon); (14) A Tool for Analyzing Science Standards and Curricula for 21st Century Science Education (Danielle E. Dani, Sara Salloum, Rola Khishfe, and Saouma BouJaoude); and (15) Measuring and Facilitating Highly Effective Inquiry-Based Teaching and Learning in Science Classrooms (Jeff C. Marshall). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10