Research and the Quality of Science Education by Kerst BoersmaResearch and the Quality of Science Education by Kerst Boersma

Research and the Quality of Science Education

EditorKerst Boersma

Paperback | January 24, 2011

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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.
Title:Research and the Quality of Science EducationFormat:PaperbackDimensions:517 pages, 9.45 × 6.3 × 0.68 inPublished:January 24, 2011Publisher:Springer NetherlandsLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:9048169267

ISBN - 13:9789048169269

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Table of Contents

PrefacePart 1: The Quality Of Science Education:Wolf-Michael Roth, From normal to revolutionary science education. Piet Lijnse, Reflections on a problem posing approach. Svein Lie, How can large international comparative studies contribute to the quality of science education? Wilmad Kuiper, Kerst Boersma, Jan van den Akker, Towards a more curricular focus In international comparative studies on mathematics and science education.-Part 2: Science Curriculum Innovation:Jon Ogborn, 40 Years of curriculum development. Hanna Westbroek, Kees Klaassen, Astrid Bulte, Albert Pilot, Characteristics of meaningful chemistry education. Mary Ratcliffe, Richard Harris, Jenny McWhirter, Cross-curricular collaboration in teaching social aspects of genetics. Russel Tytler, School innovation in science: change, culture, complexity. Maria Andrée, Ways of using "everyday life" in the science classroom.-Part 3: Science Teacher Education:Dimitris Psillos, Anna Spyrtou, Petros Kariotoglou, Science teacher education: issues and proposals. Paul Denley, Keith Bischop, Outcomes of professional development in primary science: developing a conceptual framework. Rachel Mamlok-Naaman, Oshrit Navon, Miriam Carmeli, Avi Hofstein, Chemistry teachers research their own work two case studies. Tina Jarvis, Anthony Pell, The relationships between primary Teachers' attitudes and cognition during a two year science in-service programme. Machiel Stolk, Astrid Bulte, Onno De Jong, Albert Pilot, Teaching concepts in contexts, designing a chemistry teacher course in a curriculum innovation. Virginie Albe, Laurence Simonneaux, Epistemological thought and role-playing: impact on pre-service teachers' opinions on mobile phone risks.-Part 4: Teaching-Learning Sequences In Science Education: Martine Méheut, Teaching-learning sequences tools for learning and/or research. John Leach, Jaume Ametller, Andy Hind, Jenny Lewis, Philip Scott, Designing and evaluating short science teaching sequences: improving student learning. Björn Andersson, Frank Bach, Mats Hagman, Clas Olander, Anita Wallin, Discussing a research programme for the improvement of science teaching. Zahava Scherz, Ornit Spektor-Levy, Bat Sheva Eylon, "Scientific communication": an instructional program for high-order learning skills and its impact on students' performance.-Part 5: Teaching The Nature Of Science: Stein Dankert Kolstø, Idar Mestad, Learning about the nature of scientific knowledge: the imitating-science project. Saouma Boujaoude, Suha Sowwan, Fouad Abd-El-Khalick, The effect of using drama in science teaching on students' conceptions of nature of science. Sverre Pettersen, The relevance of teaching about the "Nature of Science" to students of the health sciences. Jim Ryder, Andy Hind, John Leach, Teaching about the epistemology of science in school science classrooms: case studies of teachers' experiences.-Part 6: Models, Modelling And Analogies In Science Education:Wolter Kaper, Martin Goedhart, A three-phase design for productive use of analogy in the teaching of entropy. Barbara Crawford, Michael Cullin, Dynamic assessments of preservice teachers' knowledge of models and modelling. Rosária Justi, John K. Gilbert, Investigating teachers' ideas about models and modelling - some issues of authenticity.-Silke Mikelskis-Seifert, Antje Leisner, Investigation of effects and stability in teaching model competence. Allan Harrison, Onno de Jong, Using multiple analogies: case study of a chemistry teacher's preparations, presentations and reflections.-Part 7: Discourse And Argumentation In Science Education: Jonathan Osborne, The role of argument in science education. Sibel Erduran, Jonathan Osborne, Shirley Simon, The role of argumentation in developing scientific literacy. Phil Scott, Eduardo Mortimer, Meaning making in high school science classrooms: a framework for analysing meaning making interactions. Marida Ergazaki, Vassiliki Zogza, From a causal question to stating and testing hypotheses: exploring the discursive activity of biology students. María Pilar Jiménez-Aleixandre, Cristina Pereiro-Muñoz, Argument construction and change while working on a real environment problem.-Part 8: Teaching And Learning Scientific Concepts: Richard Gunstone, Brian McKittrick, Pamela Mulhall, Textbooks and their authors: an other perspective on the difficulties of teaching and learning electricity. Kees Klaassen, The concept of force as a constitutive element of understanding the worldcontributor. Jocelyn Locaylocay, Ed van den Berg, Marcelita Magno, Changes in college students' conceptions of chemical equilibrium. Susann Hartmann, Hans Niedderer, Parallel conceptions in the demain of force and motion. Gultekin Cakmakci, Jim Donnelly, John Leach, A cross-sectional study of the understanding of the relationships between concentration and reaction rate among Turkish secondary and undergraduate students.- Authors Index.