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.
Worldwide efforts to improve students' learning of mathematics have turned educational researchers' attention to some high-achieving education systems, especially those in East Asia including Chinese Mainland, Hong Kong, Japan, Singapore, South Korea and Taiwan.
Investigating the Teacher's Life and Work attempts to bring together the methodological and substantive aspects of studying the teacher's life and work.
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.
In this volume scholars from diverse strands of research have contributed their perspectives on a process of mathematisation, which renders social, economical or political relationships increasingly formal.
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.
Using autobiographical accounts acquired from her extensive career in education, the author has explored the multi-faceted influences on teacher career motivation and professional development in special and inclusive education in China.
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.
In this book, the reader is invited to enter a strange world in which you can tell the age of the captain by counting the animals on his ship, where runners do not get tired, and where water gets hotter when you add it to other water.
Every four years, beginning in 1984, the Mathematics Education Research Group of Australasia (MERGA) produces a review of Australasian research in mathematics education.
Attention has increasingly turned to the preparation and ongoing education of early childhood educators as governments have become increasingly aware of the importance of early childhood education as a key part of educational provision.
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.
