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Research and the Quality of Science Education
In August 2003 over 400 researchers in the field of science education from all over the world met at the 4th ESERA conference in Noordwijkerhout, The Netherlands. During the conference 300 papers about actual issues in the field, such as the learning of scientific concepts and skills, scientific literacy, informal science learning, science teacher education, modeling in science education were presented. The book contains 40 of the most outstanding papers presented during the conference. These papers reflect the quality and variety of the conference and represent the state of the art in the field of research in science education.
Topics and Trends in Current Science Education
This book features 35 of best papers from the 9th European Science Education Research Association Conference, ESERA 2011, held in Lyon, France, September 5th-9th 2011. The ESERA international conference featured some 1,200 participants from Africa, Asia, Australia, Europe as well as North and South America offering insight into the field at the end of the first decade of the 21st century. This book presents studies that represent the current orientations of research in science education and includes studies in different educational traditions from around the world. It is organized into six parts around the three poles (content, students, teachers) and their interrelations of science education: after a general presentation of the volume (first part), the second part concerns SSI (Socio-Scientific Issues) dealing with new types of content, the third the teachers, the fourth the students, the fifth the relationships between teaching and learning, and the sixth the teaching resources and the curricula.
Contributions from Science Education Research
In August 2005, over 500 researchers from the field of science education met at the 5th European Science Education Research Association conference. Two of the main topics at this conference were: the decrease in the number of students interested in school science and concern about the worldwide outcomes of studies on students’ scientific literacy. This volume includes edited versions of 37 outstanding papers presented, including the lectures of the keynote speakers.
Pädagogische Professionalität in Mathematik und Naturwissenschaften
Dieser Band leistet einen wichtigen Beitrag zur Diskussion um die Professionalisierung des Personals in Bildungsinstitutionen und deren empirischen Fundierung. Die einzelnen Kapitel beleuchten Kompetenzbereiche pädagogischer Professionalität in ihren verschiedenen Facetten (Fachbezogene diagnostische Kompetenzen und Lehrkompetenzen, berufsfeldspezifisches Fachwissen, Wissenschaftsverständnis etc.) und zeigen Wege zur deren Optimierung auf. Wissenschaftlerinnen und Wissenschaftler aus der Erziehungswissenschaft, aus den Fachdidaktiken sowie der Psychologie des Freiburger Kompetenzverbundes Empirische Bildungs- und Unterrichtsforschung (KEBU) untersuchen in interdisziplinären Teams die fachbezogenen Kompetenzen von Lehrerinnen und Lehrern sowie von Erzieherinnen und Erziehern in den mathematisch-naturwissenschaftlichen Domänen hinsichtlich ihrer Struktur, ihren Entstehensbedingungen und ihren Wirkungen. Hierauf aufbauend ergeben sich konkrete Empfehlungen für die Lehreraus- und Fortbildung.
Effects of integrated learning: explicating a mathematical concept in inquiry-based science camps
Although various arguments for integrated learning of mathematics and science exist, empirical evidence that integrated learning is as beneficial as anticipated is limited. Therefore this quasi-experimental study investigates the effect of integrated learning of mathematics and science on eight student variables by comparing it to a control group. Results show that integrated learning is no miracle cure but has positive and negative effects on specific student outcomes. Whereas integrated learning effects students' view of the relation between mathematics and science positively, it effects students' scientific self-concept negatively. Thus, integrated learning should not substitute but rathe...
Teaching First-Year College Students
This book takes a comprehensive look at first-year library instruction from examining why first-year students struggle with academic assignments to exploring instruction roles at different institutions. It offers step-by-step guidance for planning, teaching, and assessing first-year students in and beyond the library instruction classroom.
Communicating Climate Change
Environmental educators face a formidable challenge when they approach climate change due to the complexity of the science and of the political and cultural contexts in which people live. There is a clear consensus among climate scientists that climate change is already occurring as a result of human activities, but high levels of climate change awareness and growing levels of concern have not translated into meaningful action. Communicating Climate Change provides environmental educators with an understanding of how their audiences engage with climate change information as well as with concrete, empirically tested communication tools they can use to enhance their climate change program. Sta...
Classroom Management and its Impact on Lesson Outcomes in Physics
The major purpose of research in the present study was to contribute to the clarification of physics-related learning conditions in the phase when students change from primary to secondary school stage. This purpose goes back to the divergent performance of German primary and secondary school students in the science part of international comparative studies which have placed teachers under considerable pressure to provide an effective working atmosphere in their classrooms including an appropriate use of time for engagement in physics-specific contents. There is a wide consensus that, in developing efficient classroom management strategies, teachers can guarantee a higher amount of academic ...
