This timely edited volume examines the education of children and youth in urban settings and offers compelling alternatives for successfully engaging them in school learning.
Inspired by a similar book in science education, the editors of this volume have put together a book with a practice-oriented approach towards technology education research.
On the Outskirts of Engineering: Learning Identity, Gender, and Power via Engineering Practice falls at the intersection of research about women in sites of technical practice and ethnographic studies of learning in communities of practice.
This book arises from the author's experience of the South African science curriculum development and teaching since 1994, exploring definitions of science and approaches to science education appropriate to a newly liberated developing country.
Christopher Emdin is an assistant professor of science education and director of secondary school initiatives at the Urban Science Education Center at Teachers College, Columbia University.
This edited book on ethics represents the outcomes of an international collaborative project that examined the role and place of bioethics in science and technology curricula.
The history of human development records the courageous efforts made by the generation of teacher educators to train the school leaders who are responsible to implement educational policies.
Researchers from all over the world are fascinated by the question on how to design powerful learning environments and how to effectively integrate computers in instruction.
Science Inquiry, Argument and Language describes research that has focused on addressing the issue of embedding language practices within science inquiry through the use of the Science Writing Heuristic approach.
In this book, the authors argue that science concepts are more than what lecturers say and write on the board-science concepts cannot be abstracted from the complex performances that take place in the classroom.
This book is a compilation of papers from the inaugural International Science Education Conference held at the National Institute of Education (Singapore).
In this engaging and well crafted book, Change Agents in Science Education situates the science educator in dynamic social, political, and cultural environments where individuals are engaged in science for change.
In this book, Wolff-Michael Roth takes a 38-minute conversation in one science classroom as an occasion for analyzing learning and development from a perspective by and large inspired by the works of Mikhail Bakhtin but also influenced by Lev Vygotsky and 20th century European phenomenology and American pragmatism.
To understand a living system, such as a tree, in an ecologically systemic way involves more than simply reducing the tree down to its parts or by analyzing the tree from part to whole.
This book brings together selected papers from a conference focusing on Redesigning Pedagogy, organized by the Centre for Research in Pedagogy and Practice, National Institute of Education, Singapore.
This narrative about the research journey explores the motivation to study practices of environmental education and the privilege that supports the authors ability to do so.
Over the recent years, identity has become one of the most central theoretical concept and topics of scholarship in a number of disciplines, including science education.
The Finnish students'success in the first PISA 2000 evaluation was a surprise to most of the Finns, and even people working in teacher education and educational administration had difficulties to believe that this situation would continue.
The author takes readers on a journey of a large number of issues in designing actual studies of knowing and learning in the classroom, exploring actual data, and putting readers face to face with problems that he actually or possibly encountered, and what he has done or possibly could have done.
The success of Problem Based Learning and Project Organised learning (PBL) as an educational method in the field of Higher Engineering Education is clear and beyond any doubt.
This first volume in the International Technology Education Series offers a unique, worldwide collection of national surveys into the developments of Technology Education in the past two decades.
Problem-Based Learning (PBL) and Project-Based Learning are teaching methods based on principles of student-centred learning, which target an interdisciplinary engineering curriculum.
A Contemporary Autobiography of a Science Educator reminds readers that they teach who they are, and understanding who they are is fundamental for meaningful communication and effective classroom instruction.
There is a critical need to prepare diverse teachers with expertise in science, technology, engineering, and mathematics (STEM) with the skills necessary to work effectively with underrepresented K-12 students.
Findings generated by recent research in science education, international debate on the guiding purposes of science education and the nature of scientific and technological literacy, official and semi-official reports on science education (including recommendations from prestigious organizations such as AAAS and UNESCO), and concerns expressed by scientists, environmentalists and engineers about current science education provision and the continuing low levels of scientific attainment among the general population, have led to some radical re-thinking of the nature of the science curriculum.
The Culture of Science Education: Its History in Person features the auto/biographies of the professional lives of 22 science educators from 11 countries situated in different places along the career ladder within an ongoing narrative of the cultural history of the field.
From a rationale of multiculturalism and a based on systemic approach grounded in the Arab-Islamic tradition, this book integrates history, education, science, and feminism to understand the implications of culture in social change, cultural identity, and cultural exchange.
Elementary preservice teachers'school experiences of mathematics and science have shaped their images of knowing, including what counts as knowledge and what it means to know (in) mathematics and science.
