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EĞİTİM & BİLİM 2024: Fen Eğitiminde Geleneksel ve Modern Uygulamalar
İÇİNDEKİLER/BÖLÜMLER FEN EĞİTİMİNDE BİLİMİN DOĞASI - Ahmet ÜNAL FEN EĞİTİMİNİ ZORUNLU KILAN NEDENLER: DÜN, BUGÜN VE DAİMA - Ali BAYKAL FEN EĞİTİMİNDE SOSYOBİLİMSEL KONULAR: YEREL VE ULUSAL İMKANLAR - Ahmet TAŞDERE FEN EĞİTİMİNDE KAVRAM ÖĞRETİMİ - Alper Murat ÖZDEMİR FEN BİLİMLERİNDE KAVRAM YANILGILARI - Barış ÇAYCI FEN BİLİMLERİ DERSİNDE STEM EĞİTİMİ - Demet ŞAHİN KALYON FEN EĞİTİMİNDE BECERİ ÖĞRETİMİ - Ebru EZBERCİ ÇEVİK FEN EĞİTİMİNDE TERS YÜZ EDİLMİŞ ÖĞRENME - Gülfem Dilek YURTTAŞ KUMLU, Feride ŞAHİN FEN EĞİTİMİNDE BAĞLAM TEMELLİ ÖĞRENME - İlkay AŞKIN TEKKOL BASİT ARAÇ-GEREÇLERLE FEN ÖĞRETİMİ - Yasemin HACIOĞLU ZİHİN HARİTALARI İLE BİYOLOJİ ÖĞRETİMİ - Yağmur Suzan SÖNMEZ ÇEVRE EĞİTİMİ YAKLAŞIMLARI - Sevcan CANDAN HELVACI FEN EĞİTİMİNDE TAMAMLAYICI ÖLÇME VE DEĞERLENDİRME YAKLAŞIMLARI - H.Gamze HASTÜRK
The Teaching of Science in Primary Schools
Presenting an up-to-date discussion of the many aspects of teaching primary science, this best-selling book contains a strong focus on constructivist learning and the role of social interaction in learning.
Mathematics For Primary Teachers
This book combines accessible explanations of mathematical concepts with practical advice on effective ways of teaching the subject. Section A provides a framework of good practice. Section B aims to support and enhance teachers subject knowledge in mathematical topics beyond what is taught to primary children. Each chapter also highlights teaching issues and gives examples of tasks relevant to the classroom. Section C is a collection of papers from tutors from four universities centred around the theme of effective teaching and quality of learning during this crucial time for mathematics education.
Argumentation in Science Education
Educational researchers are bound to see this as a timely work. It brings together the work of leading experts in argumentation in science education. It presents research combining theoretical and empirical perspectives relevant for secondary science classrooms. Since the 1990s, argumentation studies have increased at a rapid pace, from stray papers to a wealth of research exploring ever more sophisticated issues. It is this fact that makes this volume so crucial.
School Climate
Like a strong foundation in a house, the climate of a school is the foundation that supports the structures of teaching and learning. This book provides a framework for educators to look at school and classroom climates using both informal and formal measures. Each chapter focuses on a different aspect of climate and details techniques which may be used by heads or classroom teachers to judge the health of their learning environment. The book sets out to enhance understanding of the components of a healthy learning environment and the tools needed to improve that environment. It also looks at ways to assess the impact of change activities in improving and sustaining educational excellence. The international team of contributors bring perspectives from the school systems in America, UK, Australia and Holland.
Young People's Images of Science
* What ideas about science do school students form as a result of their experiences in and out of school? * How might science teaching in schools develop a more scientifically-literate society? * How do school students understand disputes about scientific issues including those which have social significance, such as the irradiation of food? There have been calls in the UK and elsewhere for a greater public understanding of science underpinned by, amongst other things, school science education. However, the relationship between school science, scientific literacy and the public understanding of science remains controversial. In this book, the authors argue that an understanding of science go...
Writing as a Learning Activity
Writing as a learning activity offers an account of the potentials of writing as a tool for learning. Four aspects of writing emerge particularly clearly through the chapters. First, writing to learn depends on the cognitive strategies of the writer; instruction in such strategies contributes significantly to the ability to use writing as a learning tool. Secondly, strategies for writing and reasoning are largely specific to academic disciplines. Thirdly, writing is not, as traditionally conceived, only an individual ability, but also an activity that is social. It is a collaborative practice facilitated by representational tools-- books, computer, notes, schemata, drawings, etc. – by which knowledge is acquired, organized, and transformed at various levels of complexity. Fourthly, writing is a productive activity, exemplified by the varied and positive effects of writing on learning different subjects at various educational levels.
