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Science Teachers' Knowledge Development
  • Language: en
  • Pages: 342

Science Teachers' Knowledge Development

Jan van Driel presents an overview of his research on the professional knowledge that science teachers develop and enact in their teaching to promote student understanding and engagement in science.

Science Teachers’ Knowledge Development
  • Language: en
  • Pages: 341

Science Teachers’ Knowledge Development

  • Type: Book
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  • Published: 2021-11-29
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  • Publisher: BRILL

In this volume, Jan van Driel presents an overview of his research on the professional knowledge that science teachers develop and enact in their teaching to promote student understanding and engagement in science. Using a selection of ten of his best publications, van Driel explains his journey from a chemistry teacher to an international leader in research in science education. He highlights collaborative projects with colleagues and students that have contributed to a better understanding of the nature of science teachers’ professional knowledge and how it develops in the context of teacher education and reforms of science education. He discusses the impact of this research on the international research community, and on the practice and policy of science education.

Methodological Approaches to STEM Education Research Volume 1
  • Language: en
  • Pages: 295

Methodological Approaches to STEM Education Research Volume 1

This book addresses the changing nature of the methodologies that underpin research in mathematics, science, health and environmental education. This is a constantly shifting landscape that educational researchers need to engage with in order for research to continue to impact educational practice. The novelty of this book in the context of the existing publishing landscape is that it has a singular focus on methodology and methods, not in service of research findings but as something worth considering in itself, bringing methodology to the forefront of educational research.

Chemical Education: Towards Research-based Practice
  • Language: en
  • Pages: 434

Chemical Education: Towards Research-based Practice

Chemical education is essential to everybody because it deals with ideas that play major roles in personal, social, and economic decisions. This book is based on three principles: that all aspects of chemical education should be associated with research; that the development of opportunities for chemical education should be both a continuous process and be linked to research; and that the professional development of all those associated with chemical education should make extensive and diverse use of that research. It is intended for: pre-service and practising chemistry teachers and lecturers; chemistry teacher educators; chemical education researchers; the designers and managers of formal ...

Teacher Professional Development in Changing Conditions
  • Language: en
  • Pages: 353

Teacher Professional Development in Changing Conditions

This book presents some highlights from the deliberations of the 2003 conference of the International Study Association on Teachers and Teaching (ISATT). Part 1 presents the five keynote addresses of the conference, while Parts 2 through 4 present selected papers related to each of three sub-themes: knowledge construction and learning to teach, perspectives on teachers’ personal and professional lives, and teachers’ workplace as context for learning. The chapters in this book provide an array of approaches to understanding the process of teacher learning within the current context of the changing workplace environment. They also provide an important international perspective on the compl...

Re-examining Pedagogical Content Knowledge in Science Education
  • Language: en
  • Pages: 281

Re-examining Pedagogical Content Knowledge in Science Education

  • Type: Book
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  • Published: 2015-03-24
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  • Publisher: Routledge

Pedagogical Content Knowledge (PCK) has been adapted, adopted, and taken up in a diversity of ways in science education since the concept was introduced in the mid-1980s. Now that it is so well embedded within the language of teaching and learning, research and knowledge about the construct needs to be more useable and applicable to the work of science teachers, especially so in these times when standards and other measures are being used to define their knowledge, skills, and abilities. Re-examining Pedagogical Content Knowledge in Science Education is organized around three themes: Re-examining PCK: Issues, ideas and development; Research developments and trajectories; Emerging themes in PCK research. Featuring the most up-to-date work from leading PCK scholars in science education across the globe, this volume maps where PCK has been, where it is going, and how it now informs and enhances knowledge of science teachers’ professional knowledge. It illustrates how the PCK research agenda has developed and can make a difference to teachers’ practice and students’ learning of science.

STEM Education: An Emerging Field of Inquiry
  • Language: en
  • Pages: 249

STEM Education: An Emerging Field of Inquiry

  • Type: Book
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  • Published: 2018-11-01
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  • Publisher: BRILL

The second decade of the 21st century has seen governments and industry globally intensify their focus on the role of science, technology, engineering and mathematics (STEM) as a vehicle for future economic prosperity. Economic opportunities for new industries that are emerging from technological advances, such as those emerging from the field of artificial intelligence also require greater capabilities in science, mathematics, engineering and technologies. In response to such opportunities and challenges, government policies that position STEM as a critical driver of economic prosperity have burgeoned in recent years. Common to all these policies are consistent messages that STEM related in...

The New Everyday
  • Language: en
  • Pages: 366

The New Everyday

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Leadership and Professional Development in Science Education
  • Language: en
  • Pages: 271

Leadership and Professional Development in Science Education

  • Type: Book
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  • Published: 2003-09-02
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  • Publisher: Routledge

Leadership and Professional Development in Science Education provides invaluable insight into the role of science teachers as learners and thinkers of change processes. The fourteen chapters, by an eminent international team of science educators, explain and explore the relationship between professional development, teacher leadership and teacher learning. Research-based practical and theoretical exemplars reflect state of the art science teacher leadership in a broad range of international contexts. The book is divided into three parts, reflecting a multi-layered approach to teacher learning: * Personal initiatives in teacher learning, focusing on individual teachers; * Collegial initiatives in teacher learning, focusing on groups of teachers; * Systemic initiatives for teacher learning, focusing on system-wide issues. Student teachers and practising teachers will find the text highly valuable as they consider and review the challenges of teaching practice and ways of working with colleagues, while school leaders and policymakers will benefit from the book's insight into system-wide issues of professional development.

Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science
  • Language: en
  • Pages: 344

Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science

  • Type: Book
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  • Published: 2019-01-28
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  • Publisher: Springer

This book enhances readers’ understanding of science teachers’ professional knowledge, and illustrates how the Pedagogical Content Knowledge research agenda can make a difference in teachers’ practices and how students learn science. Importantly, it offers an updated international perspective on the evolving nature of Pedagogical Content Knowledge and how it is shaping research and teacher education agendas for science teaching. The first few chapters background and introduce a new model known as the Refined Consensus Model (RCM) of Pedagogical Content Knowledge (PCK) in science education, and clarify and demonstrate its use in research and teacher education and practice. Subsequent ch...