Bücher der Reihe Contemporary Trends and Issues in Science Education

It covers numerous topics that address key themes for contemporary science education including scientific literacy, goals for science teaching and learning, situated learning as a theoretical perspective for science education, and science for citizenship.

Guiding questions include: 'What practices are required for reading inscriptions?' and 'Do textbooks allow students to develop graphicacy skill required to critically read scientific texts?' The book reveals what it takes to interpret, read, and understand visual materials, and what it takes to engage inscriptions in a critical way.

The audience is provided with a functional understanding of the basic tenets of the construct as well as its applications to research on science teacher education and the development of science teacher education programs.

This unique, edited book is a must for science educators who desire to improve upon traditional methods for science teaching and learning.

Provides an introduction to the philosophy of technology that is accessible to non-philosophers. This book offers a survey of the state-of-affairs in the philosophy of technology and also discusses the relevance of that for teaching about technology.

and much more. This book appeals to science education researchers, comparative educationresearchers, science educators, graduate students, state science educationleaders and officers in the international communities.

This book synthesizes current literature and research on scientific inquiry and the nature of science in K-12 instruction. Researchers and teachers will find the text interesting as it carefully explores the subtleties and challenges of designing curriculum and instruction for integrating inquiry and nature of science.

This is the first book to blend a justification for the inclusion of the history and philosophy of science in science teaching with methods by which this vital content can be shared with a variety of learners. This book is relevant to science methods instructors, science education graduate students and science teachers.

The audience is provided with a functional understanding of the basic tenets of the construct as well as its applications to research on science teacher education and the development of science teacher education programs.

Mapping Biology Knowledge addresses two key topics in the context of biology, promoting meaningful learning and knowledge mapping as a strategy for achieving this goal. They include concept maps, cluster maps, webs, semantic networks, and conceptual graphs. The expanding role of computers in mapping biology knowledge is also explored.

This volume is of interest to science educators, graduate students, and classroom teachers. This book is unique in that it synthesizes the research of the three leading researchers in the field of writing to learn science: Carolyn S.

Raising a basic question about the purpose of science education for the public, this book aims to understand how typical ninth-grade students and their science teachers think about nature or the natural world, and how their thoughts are related to science.

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This book aims to improve the design and organization of innovative laboratory practices and to provide tools and exemplary results for the evaluation of their effectiveness, adequate for labwork in order to promote students' scientific understanding in a variety of countries.