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Crossing the border of the traditional science curriculum : innovative teaching and learning in basic science education /
Nations worldwide consider education an important tool for economic and social development, and the use of innovative strategies to prepare students for the acquisition of knowledge and skills is currently considered the most effective strategy for nurturing engaged, informed learners. In the last d...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Rotterdam :
SensePublishers,
2017.
|
| Colección: | Bold visions in educational research ;
volume 56. |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Crossing the border of the traditional science curriculum : |b innovative teaching and learning in basic science education / |c edited by Maurício Pietrocola and Ivã Gurgel. |
| 264 | 1 | |a Rotterdam : |b SensePublishers, |c 2017. | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 347 | |a text file | ||
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| 490 | 1 | |a Bold visions in educational research ; |v volume 56 | |
| 588 | 0 | |a Online resource; title from PDF title page (EBSCO, viewed December 11, 2017). | |
| 504 | |a Includes bibliographical references. | ||
| 520 | |a Nations worldwide consider education an important tool for economic and social development, and the use of innovative strategies to prepare students for the acquisition of knowledge and skills is currently considered the most effective strategy for nurturing engaged, informed learners. In the last decade especially, European countries have promoted a series of revisions to their curricula and in the ways teachers are trained to put these into practice. Updating curriculum contents, pedagogical facilities (for example, computers in schools), and teaching and learning strategies should be seen as a routine task, since social and pedagogical needs change over time. Nevertheless, educational institutions and actors (educational departments, schools, teachers, and even students) normally tend to be committed to traditional practices. As a result of this resistance to change within educational systems, implementing educational innovation is a big challenge. The authors of the present volume have been involved with curriculum development since 2003. This work is an opportunity to present the results of more than a decade of research into experimental, inventive approaches to science education. Most chapters concern innovative strategies for the teaching and learning of new contents, as well as methods for learning to teach them at the pre-university school level. The research is focused on understanding the pedagogical issues around the process of innovation, and the findings are grounded in analyses of the limits and possibilities of teachers' and students' practices in schools. | ||
| 505 | 0 | |a TABLE OF CONTENTS; ACKNOWLEDGEMENTS; INTRODUCTION; NOTES; 1. CURRICULAR INNOVATION AND DIDACTIC-PEDAGOGICAL RISK MANAGEMENT: Teaching Modern and Contemporary Physics in High Schools; INTRODUCTION; RESEARCH IN THE CONTEXT OF INNOVATION; MANAGEMENT OF RIISK TAKEN; I. The perception that there is a tradition in physics education; II. The perception that something must change within the classroom; III. The perception that teachers must accept the risk of failure; IV. The willingness to participate and find support in an innovative group; CONCLUSION; NOTES; REFERENCES. | |
| 505 | 8 | |a 2. ELEMENTARY PARTICLE PHYSICS FOR HIGH SCHOOLSINTRODUCTION; THE CONTRIBUTIONS OF ELEMENTARY PARTICLE PHYSICS TO HIGH SCHOOL EDUCATION; TRANSFORMING KNOWLEDGE TO THE CLASSROOM: THE DIDACTIC TRANSPOSITION THEORY; PROPOSAL OF ACTIVITIES; OBSTACLES AND CHALLENGES; FINAL CONSIDERATIONS; NOTES; REFERENCES; 3. PARTICLE ACCELERATORS AND DIDACTIC OBSTACLESA: Teaching and Learning Experience in São Paulo and Cataluña; INTRODUCTION; A NEW SCIENCE OF PHENOMENOTECHNICAL KNOWLEDGE; THE COURSE ON PARTICLE ACCELERATORS; THE IMPLEMENTATION OF THE COURSE AND SOME LEARNING OBSTACLES. | |
| 505 | 8 | |a Computer Simulations in Science EducationVisualization of Simulations and Student Interpretations of Depicted Content; Students' Explanations of the Scientific Content of Simulations; RESEARCH OBJECTIVES AND METHODOLOGICAL APPROACH; ANALYSIS OF DATA AND RESULTS; Analysis of Students' Explanations Regarding the "Friction" Simulation; Analysis of Students' Explanations Regarding the "Faraday's Law" Simulation; Summary of Students' Alternative Explanations; Discussion of Students' Underlying Reasoning Mechanisms; CONCLUSIONS AND IMPLICATIONS; ACKNOWLEDGEMENT; REFERENCES. | |
| 505 | 8 | |a Recognition of the Functionality of PrerequisitesKnowing How to Re-Signify Physical Concepts; Knowing How to Interpret Equations; Familiarity with Abstract Concepts; Knowing How to Transform Questions; NOTES; REFERENCES; 5. SCIENCE STAND: Crossing Borders between Sciences, Arts, and Humanities in a Decentralized Science Dissemination Program; BACKGROUND AND PRINCIPLES; THE SCIENCE STAND; CONCLUSIONS AND RESEARCH DEVELOPMENTS; NOTES; REFERENCES; 6. COMPUTER SIMULATIONS AND STUDENTS' DIFFICULTIES IN READING VISUAL REPRESENTATIONS IN SCIENCE EDUCATION; INTRODUCTION AND RATIONALE. | |
| 505 | 8 | |a Situation 1 -- Scarcely Adequate Images and TextsSituation 2 -- Inadequacy in the Lack of Metaphor Deconstruction; Situation 3 -- Emphasis on Mass Concentration in the Nuclear Atom; FINAL IDEAS; NOTES; REFERENCES; 4. A TEACHING-LEARNING SEQUENCE ON THECONCEPT OF MASS AND REQUIRED SKILLS FOR TEACHING RELATIVITY; INTRODUCTION; MOTIVATION FOR THE CONCEPT OF MASS THEME; DESIGN-BASED RESEARCH AND TEACHING-LEARNING SEQUENCES; OUR TEACHING-LEARNING SEQUENCE ON THE CONCEPT OF MASS; Design Principles; Objectives of the Course; The Course Plan; General Features of the Course; DIDACTIC RESULTS. | |
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| 700 | 1 | |a Pietrocola, Maurício, |e editor. | |
| 700 | 1 | |a Gurgel, Ivã, |e editor. | |
| 830 | 0 | |a Bold visions in educational research ; |v volume 56. | |
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