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This edited volume explores how primary school teachers create rich
opportunities for science learning, higher order thinking and
reasoning, and how the teaching of science in Australia, Germany
and Taiwan is culturally framed. It draws from the international
and cross-cultural science education study EQUALPRIME: Exploring
quality primary education in different cultures: A cross-national
study of teaching and learning in primary science classrooms. Video
cases of Year 4 science teaching were gathered by research teams
based at Edith Cowan University, Deakin University, the Freie
Universitat Berlin, the National Taiwan Normal University and the
National Taipei University of Education. Meetings of these research
teams over a five year period at which data were shared, analysed
and interpreted have revealed significant new insights into the
social and cultural framing of primary science teaching, the
complexities of conducting cross-cultural video-based research
studies, and the strategies and semiotic resources employed by
teachers to engage students in reasoning and meaning making. The
book's purpose is to disseminate the new insights into quality
science teaching and how it is framed in different cultures;
methodological advancements in the field of video-based classroom
research in cross-cultural settings; and, implications for
practice, teacher education and research. "The chapters (of this
book) address issues of contemporary relevance and theoretical
significance: embodiment, discursive moves, the social unit of
learning and instruction, inquiry, and reasoning through
representations. Through all of these, the EQUALPRIME team manages
to connect the multiple cultural perspectives that characterise
this research study. The 'meta-reflection' chapters offer a
different form of connection, linking cultural and theoretical
perspectives on reasoning, quality teaching and video-based
research methodologies. The final two chapters offer connective
links to implications for practice in teacher education and in
cross-cultural comparative research into teaching and learning.
These multiple and extensive connections constitute one of the
books most significant accomplishments. The EQUALPRIME project, as
reported in this book, provides an important empirical base that
must be considered by any system seeking to promote sophisticated
science learning and instructional practices in primary school
classrooms. By exploring the classroom realisation of aspirational
science pedagogies, the EQUALPRIME project also speaks to those
involved in teacher education and to teachers. I commend this book
to the reader. It offers important insights, together with a model
of effective, collegial, collaborative inter-cultural research. It
will help us to move forward in important ways". Professor David
Clarke, Melbourne University
This edited volume explores how primary school teachers create rich
opportunities for science learning, higher order thinking and
reasoning, and how the teaching of science in Australia, Germany
and Taiwan is culturally framed. It draws from the international
and cross-cultural science education study EQUALPRIME: Exploring
quality primary education in different cultures: A cross-national
study of teaching and learning in primary science classrooms. Video
cases of Year 4 science teaching were gathered by research teams
based at Edith Cowan University, Deakin University, the Freie
Universitat Berlin, the National Taiwan Normal University and the
National Taipei University of Education. Meetings of these research
teams over a five year period at which data were shared, analysed
and interpreted have revealed significant new insights into the
social and cultural framing of primary science teaching, the
complexities of conducting cross-cultural video-based research
studies, and the strategies and semiotic resources employed by
teachers to engage students in reasoning and meaning making. The
book's purpose is to disseminate the new insights into quality
science teaching and how it is framed in different cultures;
methodological advancements in the field of video-based classroom
research in cross-cultural settings; and, implications for
practice, teacher education and research. "The chapters (of this
book) address issues of contemporary relevance and theoretical
significance: embodiment, discursive moves, the social unit of
learning and instruction, inquiry, and reasoning through
representations. Through all of these, the EQUALPRIME team manages
to connect the multiple cultural perspectives that characterise
this research study. The 'meta-reflection' chapters offer a
different form of connection, linking cultural and theoretical
perspectives on reasoning, quality teaching and video-based
research methodologies. The final two chapters offer connective
links to implications for practice in teacher education and in
cross-cultural comparative research into teaching and learning.
These multiple and extensive connections constitute one of the
books most significant accomplishments. The EQUALPRIME project, as
reported in this book, provides an important empirical base that
must be considered by any system seeking to promote sophisticated
science learning and instructional practices in primary school
classrooms. By exploring the classroom realisation of aspirational
science pedagogies, the EQUALPRIME project also speaks to those
involved in teacher education and to teachers. I commend this book
to the reader. It offers important insights, together with a model
of effective, collegial, collaborative inter-cultural research. It
will help us to move forward in important ways". Professor David
Clarke, Melbourne University
This fifth volume in the series focuses on goals of science
education at the level of the children, the early childhood
professionals, and the pedagogical staff at after-school centres
and primary schools, and on process-related quality criteria for
science teaching at pre-primary and primary level. In their expert
reports, Yvonne Anders, Ilonca Hardy, Sabina Pauen, Beate Sodian,
and Mirjam Steffensky specify pedagogical content dimensions of the
goals of early science education at pre-primary and primary school
age. In addition to theoretically underpinning these goals, the
authors present instruments for their assessment. In his expert
report, Jorg Ramseger formulates ten quality criteria for science
teaching. Early childhood professionals and pedagogical staff at
after-school centres and primary schools can draw on these
process-related criteria when planning lessons and conducting
self-evaluations of science learning opportunities at pre-primary
and primary level. The concluding chapter of the volume describes
the implementation of these expert recommendations in the
substantive offerings of, and the accompanying research on, the
"Haus der kleinen Forscher" Foundation.
Die Situation der Grundschule in Deutschland ist prekar: In keinem
vergleichbaren europaischen Land ist der Zusammenhang zwischen
sozialer Herkunft und Bildungschancen so eng wie in Deutschland.
Schon am Ende der Grundschulzeit sind die Bildungschancen
weitgehend festgelegt - und zwar uberwiegend in Abhangigkeit von
der sozialen Herkunft der Schulerinnnen und Schuler. Das ist fur
die Grundschule in einer demokratisch verfassten Gesellschaft ein
unertraglicher Zustand. Dieser Band beschreibt vielfaltige
Versuche, die Krise zu uberwinden, und dokumentiert neueste
Forschungsvorhaben zu diesem Thema.
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