|
Showing 1 - 16 of
16 matches in All Departments
Who were the pioneers in science education, and what motivated them
to do what they did?" This book is the second volume of an attempt
to capture and record some of the answers to these questions-either
from the pioneers themselves or from those persons who worked most
closely with them. As with the first volume, we have attempted to
include as many pioneers as possible, but we know that there are
still many that are not included in this or the previous volume. As
we have posed questions, rummaged through files and oft?neglected
books, and probed the memories of many individuals, we have come to
realize our list of true pioneers is ever growing. As we consider
our list of pioneers, we know that there are names on the list that
most of us readily recognize. We also fully realize that there are
names of whom few of us have heard-yet who were significant in
their roles as mentors or idea development and teaching. We
continue to be impressed with our science education "family tree"
ever branching out to more individuals and connections. The stories
in this volume continue to demonstrate how vital this network was
in supporting the individual pioneers during their journey in
difficult times and continues to be for those of us today in our
own enterprise.
This book examines visual data use with students (PK-16) as well as
in pre-service in- service science teacher preparation. Each
chapter includes discussion about the current state of the art with
respect to science classroom application and utilization of the
particular visual data targeted by the author(s), discussion and
explanation about the targeted visual data as applied by the author
in his/her classroom, use of visual data as a diagnostic tool, its
use as an assessment tool, and discussion of implications for
science teaching and/or science teacher preparation. Although the
body of research and practice in this field is growing, there
remains a gap in the literature about clearly explicating the use
of visual data in the science classroom. A growing body of
literature discusses what visual data are (although this topic is
still viewed as being at the beginning of its development in
educators' thinking), and there are some scattered examples of
studies exploring the use of visual data in science classrooms,
although those studies have not necessarily clearly identified
their foci as visual data, per se. As interest and attention has
become more focused on visual data, a logical progression of
questioning has been how visual data are actually applied in the
science classroom, whether it be early elementary, college, or
somewhere in between. Visual data applications of interest to the
science education community include how it is identified, how it
can be used with students and how students can generate it
themselves, how it can be employed as a diagnostic tool in concept
development, and how it can be utilized as an assessment tool. This
book explores that, as well as a variety of pragmatic ways to help
science educators more effectively utilize visual data and
representations in their instruction.
This book is the first volume of an attempt to capture and record
some of the answers to these questions-either from the pioneers
themselves or from those persons who worked most closely with them.
We know there are many pioneers and early trailblazers who are not
included in this volume, but there are other volumes to follow. As
we have posed questions, rummaged through files and oft-neglected
books, and probed the memories of many individuals, we have come to
realize our list of true pioneers is ever growing. There are names
on the list that most of us readily recognize, and there are names
of whom few of us have heard-yet who were significant in their
roles as mentors or idea development and teaching. We quickly
discovered that the "family tree" showing connections between these
people is not a neat, clean simple branching tree, but is more like
spaghetti. The connections are many, are intertwined, and all have
their significance. The stories in this volume demonstrate how
vital this network was in supporting the individual pioneers during
their journey in difficult times and continues to be for those of
us today in our own enterprise.
Visual Data in Science Education builds upon previous work done by
the editors to bring some definition to the meaning of visual data
as it relates to education, and highlighted the breadth of types
and uses of visual data across the major academic disciplines. In
this book, the editors have brought this focus specifically to
science education through the contributions of colleagues in the
field who actively research about and engage in teaching with
visual data. The book begins by examining how the brain functions
with respect to processing visual data, then explores models of
conceptual frameworks, which then leads into how related ideas are
actuated in education settings ranging from elementary science
classrooms to college environments. As a whole, this book fosters a
more coherent image of the multifaceted process of science teaching
and learning that is informed by current understandings of science
knowledge construction, the scientific enterprise, and the
millennium student as they relate to visual data.
This book examines visual data use with students (PK-16) as well as
in pre-service in- service science teacher preparation. Each
chapter includes discussion about the current state of the art with
respect to science classroom application and utilization of the
particular visual data targeted by the author(s), discussion and
explanation about the targeted visual data as applied by the author
in his/her classroom, use of visual data as a diagnostic tool, its
use as an assessment tool, and discussion of implications for
science teaching and/or science teacher preparation. Although the
body of research and practice in this field is growing, there
remains a gap in the literature about clearly explicating the use
of visual data in the science classroom. A growing body of
literature discusses what visual data are (although this topic is
still viewed as being at the beginning of its development in
educators' thinking), and there are some scattered examples of
studies exploring the use of visual data in science classrooms,
although those studies have not necessarily clearly identified
their foci as visual data, per se. As interest and attention has
become more focused on visual data, a logical progression of
questioning has been how visual data are actually applied in the
science classroom, whether it be early elementary, college, or
somewhere in between. Visual data applications of interest to the
science education community include how it is identified, how it
can be used with students and how students can generate it
themselves, how it can be employed as a diagnostic tool in concept
development, and how it can be utilized as an assessment tool. This
book explores that, as well as a variety of pragmatic ways to help
science educators more effectively utilize visual data and
representations in their instruction.
Who were the pioneers in science education, and what motivated them
to do what they did?" This book is the second volume of an attempt
to capture and record some of the answers to these questions-either
from the pioneers themselves or from those persons who worked most
closely with them. As with the first volume, we have attempted to
include as many pioneers as possible, but we know that there are
still many that are not included in this or the previous volume. As
we have posed questions, rummaged through files and oft?neglected
books, and probed the memories of many individuals, we have come to
realize our list of true pioneers is ever growing. As we consider
our list of pioneers, we know that there are names on the list that
most of us readily recognize. We also fully realize that there are
names of whom few of us have heard-yet who were significant in
their roles as mentors or idea development and teaching. We
continue to be impressed with our science education "family tree"
ever branching out to more individuals and connections. The stories
in this volume continue to demonstrate how vital this network was
in supporting the individual pioneers during their journey in
difficult times and continues to be for those of us today in our
own enterprise.
This book is the first volume of an attempt to capture and record
some of the answers to these questions-either from the pioneers
themselves or from those persons who worked most closely with them.
We know there are many pioneers and early trailblazers who are not
included in this volume, but there are other volumes to follow. As
we have posed questions, rummaged through files and oft-neglected
books, and probed the memories of many individuals, we have come to
realize our list of true pioneers is ever growing. There are names
on the list that most of us readily recognize, and there are names
of whom few of us have heard-yet who were significant in their
roles as mentors or idea development and teaching. We quickly
discovered that the "family tree" showing connections between these
people is not a neat, clean simple branching tree, but is more like
spaghetti. The connections are many, are intertwined, and all have
their significance. The stories in this volume demonstrate how
vital this network was in supporting the individual pioneers during
their journey in difficult times and continues to be for those of
us today in our own enterprise.
Visual Data in Science Education builds upon previous work done by
the editors to bring some definition to the meaning of visual data
as it relates to education, and highlighted the breadth of types
and uses of visual data across the major academic disciplines. In
this book, the editors have brought this focus specifically to
science education through the contributions of colleagues in the
field who actively research about and engage in teaching with
visual data. The book begins by examining how the brain functions
with respect to processing visual data, then explores models of
conceptual frameworks, which then leads into how related ideas are
actuated in education settings ranging from elementary science
classrooms to college environments. As a whole, this book fosters a
more coherent image of the multifaceted process of science teaching
and learning that is informed by current understandings of science
knowledge construction, the scientific enterprise, and the
millennium student as they relate to visual data.
|
You may like...
A Spy In Time
Imraan Coovadia
Paperback
R300
R234
Discovery Miles 2 340
Ancestral
Charlie Human
Paperback
R290
R229
Discovery Miles 2 290
|