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Learn about best practices in secondary science education, from curriculum planning and ongoing assessment to student motivation and professional development for teachers.

Science -- Study and teaching (Middle school). --- Science -- Study and teaching (Secondary). --- Science. --- Science --- Sciences - General --- Physical Sciences & Mathematics --- Study and teaching (Secondary) --- Study and teaching (Middle school)

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Democratic science pedagogy has the potential to shape learning outcomes and science engagement by taking on directly issues of pedagogy, learning, and social justice. In this text we provide a framework for democratic science teaching in order to interrogate the purposes and goals of science education in classrooms globally, as well as to call attention to ways of being in the classroom that position teachers and students as important and powerful participants in their own learning and as change-agents of a larger global society. We develop three core conceptual tools for democratic science teaching, that together frame ways of thinking and being in classrooms that work towards a more just world: Voice, Authority, and Critical Science Literacy. Each conceptual tool is developed in the introductory chapters then taken up in different pedagogical and analytic ways in the chapters that span the text. The chapters present researcher, teacher, and student centered lenses for investigating democratic science education and reflect elementary through high school education, both in school and out of school, in the US and globally.

Democracy and education. --- Minorities -- Education (Secondary). --- Science -- Study and teaching (Secondary). --- Education --- Physical Sciences & Mathematics --- Social Sciences --- Education, Special Topics --- Sciences - General --- Science --- Low-income students. --- Minority students. --- Motivation in education. --- Study and teaching. --- Academic motivation --- Poor students --- Science education --- Scientific education --- Education. --- Science education. --- Science Education. --- Academic achievement --- Learning, Psychology of --- Motivation (Psychology) --- Minorities --- Students

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This book specifies the foundation for Adapted Primary Literature (APL), a novel text genre that enables the learning and teaching of science using research articles that were adapted to the knowledge level of high-school students. More than 50 years ago, J.J. Schwab suggested that Primary Scientific Articles “afford the most authentic, unretouched specimens of enquiry that we can obtain” and raised for the first time the idea that such articles can be used for “enquiry into enquiry”. This book, the first to be published on this topic, presents the realization of this vision and shows how the reading and writing of scientific articles can be used for inquiry learning and teaching. It provides the origins and theory of APL and examines the concept and its importance. It outlines a detailed description of creating and using APL, and provides examples for the use of the enactment of APL in classes, as well as descriptions of possible future prospects for the implementation of APL. Altogether, the book lays the foundations for the use of this authentic text genre for the learning and teaching of science in secondary schools.

Education. --- Science Education. --- Literacy. --- Learning & Instruction. --- Science --- Education --- Sciences --- Alphabétisation --- Study and teaching. --- Etude et enseignement --- Literature -- Study and teaching (Secondary). --- Science -- Study and teaching (Secondary). --- Physical Sciences & Mathematics --- Social Sciences --- Education, Special Topics --- Sciences - General --- Literature --- Study and teaching (Secondary) --- Science education. --- Illiteracy --- General education --- Science education --- Scientific education --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Learning. --- Instruction. --- Learning process --- Comprehension

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Through a multi-sited qualitative study of three Kenyan secondary schools in rural Taita Hills and urban Nairobi, the volume explores the ways the dichotomy between “Western” and “indigenous” knowledge operates in Kenyan education. In particular, it examines views on natural sciences expressed by the students, teachers, the state’s curricula documents, and schools’ exam-oriented pedagogical approaches. O’Hern and Nozaki question state and local education policies and practices as they relate to natural science subjects such as agriculture, biology, and geography and their dismissal of indigenous knowledge about environment, nature, and sustainable development. They suggest the need to develop critical postcolonial curriculum policies and practices of science education to overcome knowledge-oriented binaries, emphasize sustainable development, and address the problems of inequality, the center and periphery divide, and social, cultural, and environmental injustices in Kenya and, by implication, elsewhere. “In an era of environmental crisis and devastation, education that supports sustainability and survival of our planet is needed. Within a broader sociopolitical context of post-colonialism and globalization, this volume points out possibilities and challenges to achieve such an education. The authors propose a critical, postcolonial approach that acknowledges the contextual and situational production of all knowledge, and that de-dichotomizes indigenous from ‘Western’ scientific knowledge.” Eric (Rico) Gutstein, Professor, Curriculum and Instruction, University of Illinois at Chicago (USA).

Education. --- Science -- Study and teaching (Secondary) -- Kenya. --- SCIENCE / Study & Teaching. --- Teaching -- Aids and devices -- Science. --- Education --- Physical Sciences & Mathematics --- Social Sciences --- Education - General --- Sciences - General --- Science --- Study and teaching (Secondary) --- Natural science --- Science of science --- Sciences --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Study and teaching (Secondary).

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Educazione, innovazione, conoscenza, creatività, ricerca scientifica e didattica. Ecco alcuni dei pilastri culturali che sostengono il progetto degli Stage a Tor Vergata, destinato a studentesse e studenti del IV e V anno della scuola secondaria di secondo grado. Trenta studenti, meritevoli ma soprattutto motivati, vengono inseriti per cinque giorni e in due distinte fasi formative, in tre gruppi di ricerca, del Dipartimento di Fisica dell'Università di Roma Tor Vergata, attivi in settori d'avanguardia della scienza dei materiali e dei materiali innovativi per l'astrofisica sperimentale. Per cinque giorni "vivono" nei laboratori di ricerca, esplorano e apprendono le più recenti novità e tecnologie nella ricerca di materiali innovativi per lo sviluppo dell'ICT (Information and Communication Technology), della conversione fotovoltaica e dell'astrofisica dello spazio. Lavorano in piccoli gruppi, guidati da docenti universitari, identificano gli obiettivi a cui giungere, si distribuiscono incarichi e responsabilità, si confrontano, organizzano, gestiscono e presentano le fasi della ricerca tenendo in considerazione la teoria di riferimento.

College student orientation. --- Educational leadership. --- Science -- Study and teaching (Secondary) -- European Union countries. --- Chemical & Materials Engineering --- Engineering & Applied Sciences --- Materials Science --- Research --- Science --- Metholody --- Study and teaching (Secondary) --- Science research --- Scientific research --- Materials science. --- Renewable energy resources. --- Higher education. --- Observations, Astronomical. --- Astronomy --- Renewable energy sources. --- Alternate energy sources. --- Green energy industries. --- Optical materials. --- Electronic materials. --- Materials --- Thin films. --- Materials Science. --- Surfaces and Interfaces, Thin Films. --- Astronomy, Observations and Techniques. --- Higher Education. --- Renewable and Green Energy. --- Optical and Electronic Materials. --- Observations. --- Surfaces. --- Information services --- Learning and scholarship --- Methodology --- Research teams --- Surfaces (Physics). --- Education, Higher. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Physics --- Surface chemistry --- Surfaces (Technology) --- Optics --- Alternate energy sources --- Alternative energy sources --- Energy sources, Renewable --- Sustainable energy sources --- Power resources --- Renewable natural resources --- Agriculture and energy --- Education --- Materials—Surfaces. --- Astronomy—Observations. --- Electronic materials --- Astronomical observations --- Observations, Astronomical --- Films, Thin --- Solid film --- Solid state electronics --- Solids --- Coatings --- Thick films --- Electronics --- Materials.