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Teaching Primary Geography
This book provides an international perspective on teaching and learning geography in the primary classroom. It describes the essence of primary school geography and identifies the ‘big ideas’, thereby offering a synthesis of the international geography curricula and classroom profiles against these big ideas. Each chapter discusses current and new research on a set topic, yet a common thread running between chapters is the assessment relevant to that particular topic. By providing a portrait of the central concepts, the essential skills and necessary inquiry processes of a primary geography education, the book will be of interest to education researchers, classroom teachers and the pre-service teacher, curriculum writers and policy writers.
Authentic Assessment and Evaluation Approaches and Practices in a Digital Era
This book expertly illustrates the important process of authentic assessment and evaluation in the construction and dissemination of educational knowledge. One of the key strengths of this book is the diversity of contexts in which the various aspects of assessment are evidenced and discussed.
Educating Gifted, Talented, Creative and Dissimilar Learners
This book presents powerful approaches, research and tools for educating 21st-century gifted, talented, creative and dissimilar learners in the context of rapidly evolving global educational reforms. One of the key strengths of this book is the diversity of contexts in which the various aspects of the book’s themes are evidenced and discussed.
Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research
Self-study research is making an impact on the field of science education. University researchers employ these methods to improve their instruction, develop as instructors, and ultimately, impact their students’ learning. This volume provides an introduction to self-study research in science education, followed by manuscripts of self-studies undertaken by university faculty and those becoming university faculty members in science teacher education. Chapter authors range from those new to the field to established researchers, highlighting the value of self-study research in science teacher education for every career rank. The fifteen self-studies provided in this book support and extend thi...
Student-generated Digital Media in Science Education
"This timely and innovative book encourages us to ‘flip the classroom’ and empower our students to become content creators. Through creating digital media, they will not only improve their communication skills, but also gain a deeper understanding of core scientific concepts. This book will inspire science academics and science teacher educators to design learning experiences that allow students to take control of their own learning, to generate media that will stimulate them to engage with, learn about, and become effective communicators of science." Professors Susan Jones and Brian F. Yates, Australian Learning and Teaching Council Discipline Scholars for Science "Represents a giant le...
Values in Science Education
In 2007, the Monash-Kings College London International Centre for the Study of Science and Mathematics Curriculum edited a book called The Re-emergence of Values in Science Education. This book reflects on how values have been considered since this original publication, particularly in terms of socio-cultural, economic and political factors that have impacted broadly on science, technology and society, and more specifically on informal and formal science curricula. Hence, the title of this book has been framed as Values in Science Education: The shifting sands. As in the first book, this collection focuses on values that are centrally associated with science and its teaching, and not the mor...
Teaching Primary Science Constructively
Teaching Primary Science Constructively helps readers to create effective science learning experiences for primary students by using a constructivist approach to learning. This best-selling text explains the principles of constructivism and their implications for learning and teaching, and discusses core strategies for developing science understanding and science inquiry processes and skills. Chapters also provide research-based ideas for implementing a constructivist approach within a number of content strands. Throughout there are strong links to the key ideas, themes and terminology of the revised Australian Curriculum: Science. This sixth edition includes a new introductory chapter addressing readers' preconceptions and concerns about teaching primary science.
Teacher Education in Globalised Times
This book provides commentary on the influence of multi-layered political contexts that surround the work of teacher educators worldwide. It addresses the drawbacks of the massification, standards-based movements and marketisation of universal business that threaten authenticity, innovation and entrepreneurship within teacher education on a global scale. The chapters celebrate the richly described local stories that explore the often tacit political activity that underpins teacher educators’ work. The book highlights the commitment of both teachers and teacher educators to social justice, and human rights and critical consciousness as central to the process of teacher development. Teacher formation, teacher education policies and curriculum development in an era of globalisation, super-diversity and the positioning of Indigenous populations, and national regulation and localisation are topics that are explored in this book.
Narratives of Learning Through International Professional Experience
This book presents a collection of research-based narratives exploring the learning of pre-service teachers and teacher educators in a range of international professional experience (IPE) settings. The narratives, based on over 20 years of IPE managed by an Australian faculty of education, capture the lessons learnt from the IPE program from a variety of perspectives, including academic staff, pre-service teachers and in-country partners. Four key themes emerge from the narratives: identity, learning through discomfort, collaboration and relationships. At a time when critics of teacher education are arguing for more predictable, standardised programs and practices, this book advocates for richly diverse, innovative programs that better prepare the next generation of educators for teaching in a multicultural, uncertain future.
International Perspectives on Science Education for the Gifted
In the spirit of encouraging international dialogue between researchers and practitioners, often working within isolated traditions, this book discusses perspectives on science education for the gifted informed by up-to-date research findings from a number of related fields. The book reviews philosophy, culture and programmes in science education for the gifted in diverse national contexts, and includes scholarly reviews of significant perspectives and up-to-date research methods and findings. The book is written in a straightforward style for students studying international perspective modules on undergraduate, but especially masters and doctoral degrees in Science Education and Gifted Education. Gifted education has come to be regarded as a key national programme in many countries, and gifted education in science disciplines is now of major importance to economic and technological development. Despite these national initiatives and developments, there are very few discussions on gifted education in science from international perspectives. This will be a valued addition to the scholarship in this emergent field.
