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Assessment for learning [AfL] is bound up with students becoming autonomous lifelong learners who are active participants in the classroom and beyond. This book explores teacher and student experiences of AfL interactions in primary science and technology classrooms. Working from a sociocultural perspective, the book’s fundamental premise is that AfL has a contribution to make to students developing identities as accomplished learners and knowers. The focus is on understanding and enhancing teacher practices that align with the spirit of AfL. The following points are illustrated: • AfL interactions are multifaceted, multimodal and take place over multiple time scales. • Student learning autonomy is promoted when teachers provide opportunities for students to exercise agency within a system of accountabilities. • Teacher pedagogical content knowledge plays a pivotal role in teachers being able to respond to students. • Productive AfL interactions are reflective of the way a particular discipline generates and warrants knowledge. The book will be of interest to teachers and educational researchers who want to examine AfL from a theoretical and a practical perspective.

Educational evaluation. --- Science -- Study and teaching (Primary) -- Evaluation. --- Technology -- Study and teaching (Primary) -- Evaluation. --- Education --- Social Sciences --- Theory & Practice of Education --- Education - General --- Science --- Technology --- Study and teaching (Primary) --- Evaluation. --- Applied science --- Arts, Useful --- Science, Applied --- Useful arts --- Natural science --- Science of science --- Sciences --- Educational assessment --- Educational program evaluation --- Evaluation research in education --- Instructional systems analysis --- Program evaluation in education --- Self-evaluation in education --- Education. --- Education, general. --- Industrial arts --- Material culture --- Evaluation --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Natural sciences

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This book poses questions on how to work ethically in research on science education. Applying research ethics reflectively and responsibly is fundamental for conducting research with people. It seeks to renew the conversation on how and why to engage with ethics in science education research and to adjust and refine research practices. It highlights both the need for methodological reflections in science education research and the particular ethical research challenges of science education. Science education research involves the study of people – often young and vulnerable people – and their practices. Researchers working within humanities and social science research commonly follow guidelines and codes of conducts set by country-specific ethics committees. Such guidelines function as minimal requirement for ethical reflection. This book seeks to engage the community of science education researchers in a conversation on ethics in science education moving beyond the mere compliance with governmental regulations toward a collective reflection. It asks the question of whether the existing guidelines provided for researchers are keeping up with contemporary realities of the visual presence of individuals in digital spaces. It also asks questions on how participatory research methodologies alters the relations between researchers and practitioners. This book is organized into two parts: Part one is entitled Challenging existing norms and practices. It asks questions such as: What are the conditions of knowledge that shape ethical decision making? Where is this kind of knowledge coming from? How is this knowledge structured, and where are the limitations? How can we justify our beliefs concerning our ethical research actions? Part two Epistemological considerations for ethical science education research centres norms and practices of conducting science education research in regard to methods, validity and scope. .

Science education. --- Research—Moral and ethical aspects. --- Study Skills. --- Science Education. --- Research Ethics. --- Study and Learning Skills. --- How to study --- Learning, Art of --- Method of study --- Study, Method of --- Study methods --- Life skills --- Science education --- Scientific education

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Teaching --- onderwijs

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Assessment for learning [AfL] is bound up with students becoming autonomous lifelong learners who are active participants in the classroom and beyond. This book explores teacher and student experiences of AfL interactions in primary science and technology classrooms. Working from a sociocultural perspective, the book’s fundamental premise is that AfL has a contribution to make to students developing identities as accomplished learners and knowers. The focus is on understanding and enhancing teacher practices that align with the spirit of AfL. The following points are illustrated: • AfL interactions are multifaceted, multimodal and take place over multiple time scales. • Student learning autonomy is promoted when teachers provide opportunities for students to exercise agency within a system of accountabilities. • Teacher pedagogical content knowledge plays a pivotal role in teachers being able to respond to students. • Productive AfL interactions are reflective of the way a particular discipline generates and warrants knowledge. The book will be of interest to teachers and educational researchers who want to examine AfL from a theoretical and a practical perspective.

Teaching --- Teaching --- onderwijs --- onderwijs

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This book presents a collection of critical thinking that concern cultural, social and political issues for science education in the Nordic countries. The chapter authors describe specific scenarios to challenge persisting views, interrogate frameworks and trouble contemporary approaches to researching teaching and learning in science. Taking a point of departure in empirical examples from the Nordic countries the collection of work is taking a critical sideways glance at the Nordic education principles. Critical examinations target specifically those who are researching in the fields of science education research to question whether conventional research approaches, foci and theoretical approaches are sufficient in a world of science education that is neither politically neutral, nor free of cultural values. Attention is not only on the individual learner but on the cultural, social and political conditions and contexts in science education. The different chapters review debates and research in teacher education, school teaching and learning including when external stakeholders are involved. Even though the chapters are contextualized in Nordic settings there will be similarities and parallels that will be informative to the international science education research community.

Education. --- Science education. --- Educational sociology. --- Teaching. --- Education and sociology. --- Sociology, Educational. --- Science Education. --- Learning & Instruction. --- Teaching and Teacher Education. --- Sociology of Education. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Science education --- Scientific education --- Children --- Education, Primitive --- Education of children --- Human resource development --- Schooling --- Students --- Youth --- Education --- Science --- Study and teaching. --- Learning. --- Instruction. --- Educational sociology . --- Sociology --- Instructional systems --- Pedagogical content knowledge --- Training --- Learning process --- Comprehension --- Aims and objectives