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Designing and Teaching the Elementary Science Methods Course
This guide for elementary science teacher educators outlines the theory, principles, and strategies they need to know in order to plan and carry out instruction for future elementary science teachers, and provides classroom examples anchored to those principles. The book is grounded in the theoretical framework of pedagogical content knowledge (PCK).
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Helping People Learn
A science of education based on cognitive psychology and constructivist epistemology to aid development of successful educational programs.
His Name Was Walter
From Australia's favourite storyteller comes a story that shows us the extraordinary power of true love and solves a decades-old mystery. Once upon a time, in a dark city far away, there lived a boy called Walter, who had nothing but his name to call his own ... The handwritten book, with its strangely vivid illustrations, has been hidden in the old house for a long, long time. Tonight, four kids and their teacher will find it. Tonight, at last, the haunting story of Walter and the mysterious, tragic girl called Sparrow will be read - right to the very end ... From one of Australia's most renowned children's authors comes an extraordinary story within a story - a mystery, a prophecy, a long-...
Teaching Peace and Conflict Studies
This insightful book guides instructors on how to introduce undergraduate and postgraduate students to the interdisciplinary work of Peace and Conflict Studies (PACS). Mindful that many students come to PACS with a desire to create positive social change, Susan F. Hirsch and Agnieszka Paczyńska highlight engaged learning as a key method to PACS pedagogy and emphasise the need to teach theory with an inclusive and decolonialist approach. The book offers both new and experienced instructors concrete advice regarding structuring assignments, designing classroom-based engaged learning activities and highlighting reflective practice and ethics.
Active Learning in College Science
This book explores evidence-based practice in college science teaching. It is grounded in disciplinary education research by practicing scientists who have chosen to take Wieman’s (2014) challenge seriously, and to investigate claims about the efficacy of alternative strategies in college science teaching. In editing this book, we have chosen to showcase outstanding cases of exemplary practice supported by solid evidence, and to include practitioners who offer models of teaching and learning that meet the high standards of the scientific disciplines. Our intention is to let these distinguished scientists speak for themselves and to offer authentic guidance to those who seek models of excel...
