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Building on the foundation set in Volume I-a landmark synthesis of
research in the field-Volume II is a comprehensive,
state-of-the-art new volume highlighting new and emerging research
perspectives. The contributors, all experts in their research
areas, represent the international and gender diversity in the
science education research community. The volume is organized
around six themes: theory and methods of science education
research; science learning; culture, gender, and society and
science learning; science teaching; curriculum and assessment in
science; science teacher education. Each chapter presents an
integrative review of the research on the topic it
addresses-pulling together the existing research, working to
understand the historical trends and patterns in that body of
scholarship, describing how the issue is conceptualized within the
literature, how methods and theories have shaped the outcomes of
the research, and where the strengths, weaknesses, and gaps are in
the literature. Providing guidance to science education faculty and
graduate students and leading to new insights and directions for
future research, the Handbook of Research on Science Education,
Volume II is an essential resource for the entire science education
community.
Analysis of past developments in teacher education in Pakistan has
shown that substantial progress has been made in this field. It
has, however, been pointed out that education of science teachers
still needs much improvement. At the present, there is an emergent
need to meet the shortage of qualified science teachers and at the
same time to bring qualitative improvements in the courses offered
in teacher education institutions. First, we recommend that the
1-year duration of teacher preparation is grossly inadequate for
all teaching courses, and should be lengthened, and the
qualifications for entrance be increased. We believe that teaching
must be made a graduate profession. For example, the basic
qualification of primary school teachers for admission to teacher
education institution should be increased. We recommend that PTC
should be made a 12 + 2 year program. Similarly, CT, 12 + 3; B. Ed.
, 14 + 2; B. S. Ed. , 12 + 4; M. A. Ed. , 14 + 3; and M. Ed. one
year after B. Ed. or B. S. Ed. Secondly, we think the quality of
instruction in teacher preparation programs should be improved.
Most teachers in the teacher preparation institutions use the
lecture method most of the time. Prospective teachers behave like
passive listeners to their teachers. They do not participate in the
teaching/ learning process. Some instructors even dictate their
notes to the preservice teachers. When the teachers join schools,
they behave the same way.
Analysis of past developments in teacher education in Pakistan has
shown that substantial progress has been made in this field. It
has, however, been pointed out that education of science teachers
still needs much improvement. At the present, there is an emergent
need to meet the shortage of qualified science teachers and at the
same time to bring qualitative improvements in the courses offered
in teacher education institutions. First, we recommend that the
1-year duration of teacher preparation is grossly inadequate for
all teaching courses, and should be lengthened, and the
qualifications for entrance be increased. We believe that teaching
must be made a graduate profession. For example, the basic
qualification of primary school teachers for admission to teacher
education institution should be increased. We recommend that PTC
should be made a 12 + 2 year program. Similarly, CT, 12 + 3; B. Ed.
, 14 + 2; B. S. Ed. , 12 + 4; M. A. Ed. , 14 + 3; and M. Ed. one
year after B. Ed. or B. S. Ed. Secondly, we think the quality of
instruction in teacher preparation programs should be improved.
Most teachers in the teacher preparation institutions use the
lecture method most of the time. Prospective teachers behave like
passive listeners to their teachers. They do not participate in the
teaching/ learning process. Some instructors even dictate their
notes to the preservice teachers. When the teachers join schools,
they behave the same way.
Building on the foundation set in Volume I-a landmark synthesis of
research in the field-Volume II is a comprehensive,
state-of-the-art new volume highlighting new and emerging research
perspectives. The contributors, all experts in their research
areas, represent the international and gender diversity in the
science education research community. The volume is organized
around six themes: theory and methods of science education
research; science learning; culture, gender, and society and
science learning; science teaching; curriculum and assessment in
science; science teacher education. Each chapter presents an
integrative review of the research on the topic it
addresses-pulling together the existing research, working to
understand the historical trends and patterns in that body of
scholarship, describing how the issue is conceptualized within the
literature, how methods and theories have shaped the outcomes of
the research, and where the strengths, weaknesses, and gaps are in
the literature. Providing guidance to science education faculty and
graduate students and leading to new insights and directions for
future research, the Handbook of Research on Science Education,
Volume II is an essential resource for the entire science education
community.
This state-of-the art research Handbook provides a comprehensive,
coherent, current synthesis of the empirical and theoretical
research concerning teaching and learning in science and lays down
a foundation upon which future research can be built. The
contributors, all leading experts in their research areas,
represent the international and gender diversity that exists in the
science education research community. As a whole, the Handbook of
Research on Science Education demonstrates that science education
is alive and well and illustrates its vitality. It is an essential
resource for the entire science education community, including
veteran and emerging researchers, university faculty, graduate
students, practitioners in the schools, and science education
professionals outside of universities. The National Association for
Research in Science Teaching (NARST) endorses the Handbook of
Research on Science Education as an important and valuable
synthesis of the current knowledge in the field of science
education by leading individuals in the field. For more information
on NARST, please visit: http://www.narst.org/.
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