Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Der Band erschließt erstmals systematisch die schreibtechnischen Anforderungen an Qualifikationsschriften in den natur- und ingenieurwissenschaftlichen Fächergruppen. Dabei werden nahezu alle relevanten Themen und Debatten der aktuellen Forschung zum Wissenschaftlichen Schreiben aufgegriffen und zugleich auf ihre Praxistauglichkeit hin diskutiert. Die beitragenden Autoren dokumentieren so erstmals den aktuellen Forschungsstand der überfachlichen Schreibforschung und geben einen grundlegenden Einblick in die Praxis der gegenwärtigen Schreibdidaktik. Auch im Blick auf alternative Schreibformen außerhalb des Studiums formulieren sie Perspektiven für eine zukünftige Entwicklung der Forschung und Lehre des Wissenschaftlichen Schreibens in den Natur- und Ingenieurwissenschaften. Inhalt Schreibforschung und Schreibzentrumsarbeit Schreiben unterrichten in den Natur- und Ingenieurwissenschaften Schreiben im Studium Jenseits des Studiums: Alternatives Schreiben über Wissenschaft Zielgruppen Dozierende und Studierende der Natur-, Technik- und Ingenieurwissenschaften Mitarbeiter von Schreibzentren (auch außerhalb der Universität), Schreibtrainer Die Herausgeber Prof. Dr. Stefan Scherer ist Professor für Neuere Deutsche Literaturwissenschaft, Geschäftsführer des Instituts für Germanistik und Wissenschaftlicher Leiter des Schreiblabors am KIT, Karlsruhe. Andreas Hirsch-Weber M.A. ist Leiter und Koordinator dieses Schreiblabors, angesiedelt am House of Competence des KIT. .

Science education. --- Science Education. --- Science, Humanities and Social Sciences, multidisciplinary.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This book discusses the scope of science education research and practice in Asia. It is divided into five sections: the first consists of nine chapters providing overviews of science education in Asia (China, Lebanon, Macau, Malaysia, Mongolia, Oman, Singapore, Taiwan, and Thailand). The second section offers chapters on content analysis of research articles, while the third includes three chapters on assessment and curriculum. The fourth section includes four chapters on innovative technology in science education; and the fifth section consists of four chapters on professional development, and informal learning. Each section also has additional chapters providing specific comments on the content. This collection of works provides readers with a starting point to better understand the current state of science education in Asia.

Education. --- Science education. --- Science Education. --- Science --- Study and teaching --- Research. --- Research --- History. --- Natural science --- Science of science --- Sciences --- Study and teaching. --- Science education --- Scientific education

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Self-study research is making an impact on the field of science education. University researchers employ these methods to improve their instruction, develop as instructors, and ultimately, impact their students’ learning. This volume provides an introduction to self-study research in science education, followed by manuscripts of self-studies undertaken by university faculty and those becoming university faculty members in science teacher education. Chapter authors range from those new to the field to established researchers, highlighting the value of self-study research in science teacher education for every career rank. The fifteen self-studies provided in this book support and extend this contemporary work in science teacher education. They, and the subsequent reflections on professional knowledge, are organized into four sections: content courses for preservice teachers, elementary methods courses, secondary methods courses, and preparation of future teacher educators. Respondents from various locations around the globe share their reflections on these sections. A culminating reflection of the findings of these studies is provided at the end of the book that provides an overview of what we have learned from these chapters, as well as a reflection on the role of self-study research in the future of science teacher education. .

Education. --- Science education. --- Teaching. --- Science Education. --- Teaching and Teacher Education. --- Science --- Study and teaching. --- Science education --- Scientific education --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This book argues that modelling should be a component of all school curricula that aspire to provide ‘authentic science education for all’. The literature on modelling is reviewed and a ‘model of modelling’ is proposed. The conditions for the successful implementation of the ‘model of modelling’ in classrooms are explored and illustrated from practical experience. The roles of argumentation, visualisation, and analogical reasoning, in successful modelling-based teaching are reviewed. The contribution of such teaching to both the learning of key scientific concepts and an understanding of the nature of science are established. Approaches to the design of curricula that facilitate the progressive grasp of the knowledge and skills entailed in modelling are outlined. Recognising that the approach will both represent a substantial change from the ‘content-transmission’ approach to science teaching and be in accordance with current best-practice in science education, the design of suitable approaches to teacher education are discussed. Finally, the challenges that modelling-based education pose to science education researchers, advanced students of science education and curriculum design, teacher educators, public examiners, and textbook designers, are all outlined.

Education. --- Science education. --- Teaching. --- Science Education. --- Teaching and Teacher Education. --- Science --- Study and teaching. --- Science education --- Scientific education --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This book provides an international perspective of current work aimed at both clarifying the theoretical foundations for the use of multimodal representations as a part of effective science education pedagogy and the pragmatic application of research findings to actual classroom settings.  Intended for a wide ranging audience from science education faculty members and researchers to classroom teachers, school administrators, and curriculum developers, the studies reported in this book can inform best practices in K – 12 classrooms of all science disciplines and provide models of how to improve science literacy for all students.  Specific descriptions of classroom activities aimed at helping infuses the use of multimodal representations in classrooms are combined with discussion of the impact on student learning.  Overarching findings from a synthesis of the various studies are presented to help assert appropriate pedagogical and instructional implications as well as to suggest further avenues of research.

Education. --- Science education. --- Teaching. --- Science Education. --- Learning & Instruction. --- Teaching and Teacher Education. --- Science --- Study and teaching. --- Science education --- Scientific education --- Learning. --- Instruction. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Learning process --- Comprehension