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This work aims to provide teachers at all levels and in all
subjects with a greater range of practical methods for probing
their students' understanding. These probes are presented in the
manner of a starting set, to act as a stimulus to invention, rather
than as a comprehensive list.
This volume considers the future of science learning - what is
being learned and how it is being learned - in formal and informal
contexts for science education. To do this, the book explores major
contemporary shifts in the forms of science that could or should be
learned in the next 20 years, what forms of learning of that
science should occur, and how that learning happens, including from
the perspective of learners. In particular, this volume addresses
shifts in the forms of science that are researched and taught
post-school - emerging sciences, new sciences that are new
integrations, "futures science", and increases in the complexity
and multidisciplinarity of science, including a multidisciplinarity
that embraces ways of knowing beyond science. A central aspect of
this in terms of the future of learning science is the urgent need
to engage students, including their non-cognitive, affective
dimensions, both for an educated citizenry and for a productive
response to the ubiquitous concerns about future demand for
science-based professionals. Another central issue is the actual
impact of ICT on science learning and teaching, including shifts in
how students use mobile technology to learn science.
This volume considers the future of science learning - what is
being learned and how it is being learned - in formal and informal
contexts for science education. To do this, the book explores major
contemporary shifts in the forms of science that could or should be
learned in the next 20 years, what forms of learning of that
science should occur, and how that learning happens, including from
the perspective of learners. In particular, this volume addresses
shifts in the forms of science that are researched and taught
post-school - emerging sciences, new sciences that are new
integrations, "futures science", and increases in the complexity
and multidisciplinarity of science, including a multidisciplinarity
that embraces ways of knowing beyond science. A central aspect of
this in terms of the future of learning science is the urgent need
to engage students, including their non-cognitive, affective
dimensions, both for an educated citizenry and for a productive
response to the ubiquitous concerns about future demand for
science-based professionals. Another central issue is the actual
impact of ICT on science learning and teaching, including shifts in
how students use mobile technology to learn science.
Assessment is a fundamental issue in research in science education,
in curriculum development and implementation in science education
as well as in science teaching and learning. This book takes a
broad and deep view of research involving assessment in science
education, across contexts and cultures (from whole countries to
individual classrooms) and across forms and purposes (from
assessment in the service of student learning to policy
implications of system wide assessment). It examines the
relationships between assessment, measurement and evaluation;
explores assessment philosophies and practices in relation to
curriculum and scientific literacy/learning; and details the
relationships between assessment and science education policy. The
third in a series, Valuing Assessment in Science Education has
chapters from a range of international scholars from across the
globe and staff from Monash University, King's College London and
University of Waikato. The two previous books in the series
examined research relevant to the re-emergence of values in science
education and teaching across the spectrum of science education as
well as across cultural contexts through the professional knowledge
of science teaching. This third book now moves to examine different
aspects of generating understanding about what science is learnt,
how it is learnt, and how it is valued. Valuing Assessment in
Science Education will appeal to all those with some engagement
with and/or use of research in science education, including
research students, academics, curriculum development agencies,
assessment authorities, and policy makers. It will also be of
interest to all classroom science teachers who seek to keep abreast
of the latest research and development and thinking in their area
of professional concern.
Over the past twenty years, much has been written about the
knowledge bases thought necessary to teach science. Shulman has
outlined seven knowledge domains needed for teaching, and others,
such as Tamir, have proposed somewhat similar domains of knowledge,
specifically for science teachers. Aspects of this knowledge have
changed because of shifts in curriculum thinking, and the current
trends in science education have seen a sharp increase in the
significance of the knowledge bases. The development of a
standards-based approach to the quality of science teaching has
become common in the Western world, and phrases such as
"evidence-based practice" have been tossed around in the attempt to
"measure" such quality. The Professional Knowledge Base of Science
Teaching explores the knowledge bases considered necessary for
science teaching. It brings together a number of researchers who
have worked with science teachers, and they address what
constitutes evidence of high quality science teaching, on what
basis such evidence can be judged, and how such evidence reflects
the knowledge basis of the modern day professional science teacher.
This is the second book produced from the Monash University- King's
College London International Centre for the Study of Science and
Mathematics Curriculum. The first book presented a big picture of
what science education might be like if values once again become
central while this book explores what classroom practices may look
like based on such a big picture.
Assessment is a fundamental issue in research in science education,
in curriculum development and implementation in science education
as well as in science teaching and learning. This book takes a
broad and deep view of research involving assessment in science
education, across contexts and cultures (from whole countries to
individual classrooms) and across forms and purposes (from
assessment in the service of student learning to policy
implications of system wide assessment). It examines the
relationships between assessment, measurement and evaluation;
explores assessment philosophies and practices in relation to
curriculum and scientific literacy/learning; and details the
relationships between assessment and science education policy. The
third in a series, Valuing Assessment in Science Education has
chapters from a range of international scholars from across the
globe and staff from Monash University, King's College London and
University of Waikato. The two previous books in the series
examined research relevant to the re-emergence of values in science
education and teaching across the spectrum of science education as
well as across cultural contexts through the professional knowledge
of science teaching. This third book now moves to examine different
aspects of generating understanding about what science is learnt,
how it is learnt, and how it is valued. Valuing Assessment in
Science Education will appeal to all those with some engagement
with and/or use of research in science education, including
research students, academics, curriculum development agencies,
assessment authorities, and policy makers. It will also be of
interest to all classroom science teachers who seek to keep abreast
of the latest research and development and thinking in their area
of professional concern.
Over the past twenty years, much has been written about the
knowledge bases thought necessary to teach science. Shulman has
outlined seven knowledge domains needed for teaching, and others,
such as Tamir, have proposed somewhat similar domains of knowledge,
specifically for science teachers. Aspects of this knowledge have
changed because of shifts in curriculum thinking, and the current
trends in science education have seen a sharp increase in the
significance of the knowledge bases. The development of a
standards-based approach to the quality of science teaching has
become common in the Western world, and phrases such as
"evidence-based practice" have been tossed around in the attempt to
"measure" such quality. The Professional Knowledge Base of Science
Teaching explores the knowledge bases considered necessary for
science teaching. It brings together a number of researchers who
have worked with science teachers, and they address what
constitutes evidence of high quality science teaching, on what
basis such evidence can be judged, and how such evidence reflects
the knowledge basis of the modern day professional science teacher.
This is the second book produced from the Monash University- King's
College London International Centre for the Study of Science and
Mathematics Curriculum. The first book presented a big picture of
what science education might be like if values once again become
central while this book explores what classroom practices may look
like based on such a big picture.
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