Author: Theron D. Garcia
Publisher:
ISBN:
Category : Earth sciences
Languages : en
Pages : 338

View

Book Description

Author: Cynthia Torzynski
Publisher:
ISBN:
Category :
Languages : en
Pages : 98

View

Book Description

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 466

View

Book Description
Abstracts of dissertations available on microfilm or as xerographic reproductions.

Author: David McConnell
Publisher: McGraw-Hill Education
ISBN: 9780077754792
Category : Science
Languages : en
Pages : 0

View

Book Description
The Good Earth is the product of collaboration between the content rigor provided by Earth Science specialists (McConnell, Steer) and the results of research on learning as contributed by pedagogical experts (Knight, Owens). The Good Earth has been explicitly designed to be compatible with inquiry-based, active learning in the college classroom. The structural elements of this text will allow the instructor to incorporate these student-centered teaching methods into their Earth Science course. The authors have tested the book’s content and pedagogy in large Earth Science classes for non-majors that are populated with mostly freshmen. Their experiences show that the materials and methods in The Good Earth can improve students’ learning, increase daily attendance, reduce attrition, and increase students’ enthusiasm in comparison with classes taught following a traditional lecture format. The authors have chosen to emphasize three scientific themes throughout the text: i) scientific literacy; ii) Earth Science and the human experience; and, iii) the science of global change. The discussion of scientific methods is woven into the text throughout. They have included numerous examples of human interaction with the Earth that can serve as entry points for students to appreciate the nature of science. Global change is a theme that is evident in much current Earth Science research so our authors have used global change as a content theme throughout the book.

Author: Jianpan Wang
Publisher: World Scientific
ISBN: 9814713961
Category : Mathematics
Languages : en
Pages : 593

View

Book Description
Our collected work contains mathematics education research papers. Comparative studies of school textbooks cover content selection, compilation style, representation method, design of examples and exercises, mathematics investigation, the use of information technology, and composite difficulty level, to name a few. Other papers included are about representation of basic mathematical thought in school textbooks, a study on the compilation features of elementary school textbooks, and a survey of the effect of using new elementary school textbooks.

Author: Denise Joan Balmer
Publisher:
ISBN:
Category : Earth sciences
Languages : en
Pages : 0

View

Book Description
This thesis considers that teaching and learning of parts of the science curriculum in English primary schools may be successfully developed through using aspects of earth science. Earth science is identified as a subject that could enhance knowledge, understanding and enthusiasm that would be ongoing through primary school, using local examples and leading to increased interest in science at secondary level and beyond. The author, an experienced earth scientist and teacher, reviews the literature pertaining to teaching and learning, especially in primary schools and in science curriuculae. A mixed methods approach was adopted for data collection. A questionnaire to trainee primary teachers revealed a lack of memorable childhood science. A second questionnaire administered with primary science leaders showed whilst most of them preferred to teach in a constructivist manner, classroom sizes and class numbers along with an overloaded curriculum lessens the feasibility of this. The analyses of these questionnaires also identified some shortfalls in primary teachers' thinking about the nature of science. Intervention earth science lessons in two primary schools where the teachers were provided with after school CPD sessions, identified ways that earth science could increase children's knowledge and understanding, along with enjoyment in the classroom. Classroom observations identified the motivating influence of using a well-known local resource: soil. Teacher self-efficacy also increased. Finally, an analysis of trainee teacher and children's earth science workshops showed that, when properly taught, short, up to two hour, sessions of earth science CPD improved knowledge, understanding and confidence as well as proving motivational. It is argued that earth science examples can be used to exemplify chemistry and physics concepts through using everyday events to the benefit of understanding more about how our planet works. Over time, it is proposed, this could increase general interest in science and scientific literacy.

Author:
Publisher: Amer Geological Institute
ISBN:
Category : Science
Languages : en
Pages : 48

View

Book Description
In response to the growing national concern about precollege science education, this guide was developed to assist school administrators, curriculum planners, teachers, and scientists in incorporating earth science in K-12 science curricula. The guide is divided into four main sections that provide a framework for planning and implementing earth science education programs. The sections are as follows: (1) goals to guide the development of K-12 earth science curricula (in the areas of stewardship, appreciation, scientific thought, and knowledge); (2) concepts that are basic to understanding the earth and its interacting systems (with discussions of the earth in space, earth systems, geologic time, change, evolution, cycles, scales, and resources); (3) recommendations for teaching earth science subject matter in grades K-12 (discussed in terms of curriculum objectives, how students learn, teaching strategies, and assessment); and (4) recommendations for implementing new earth science curricula in the schools (discussed in the context of four essential tasks, namely, developing materials, developing support, preservice and inservice teacher education, and partnerships). The goals, concepts, and recommendations were developed by scientists, science educators, school administrators, and teachers who attended one or more of six regional conferences conducted by the American Geological Institute. (KR)

Author: Christine V. McDonald
Publisher: Routledge
ISBN: 1317307267
Category : Education
Languages : en
Pages : 235

View

Book Description
Bringing together international research on nature of science (NOS) representations in science textbooks, the unique analyses presented in this volume provides a global perspective on NOS from elementary to college level and discusses the practical implications in various regions across the globe. Contributing authors highlight the similarities and differences in NOS representations and provide recommendations for future science textbooks. This comprehensive analysis is a definitive reference work for the field of science education.

Author: Myint Swe Khine
Publisher: Springer Science & Business Media
ISBN: 9400741685
Category : Science
Languages : en
Pages : 313

View

Book Description
The critical analysis of science textbooks is vital in improving teaching and learning at all levels in the subject, and this volume sets out a range of academic perspectives on how that analysis should be done. Each chapter focuses on an aspect of science textbook appraisal, with coverage of everything from theoretical and philosophical underpinnings, methodological issues, and conceptual frameworks for critical analysis, to practical techniques for evaluation. Contributions from many of the most distinguished scholars in the field give this collection its sure-footed contemporary relevance, reflecting the international standards of UNESCO as well as leading research organizations such as the American Association for the Advancement of Science (whose Project 2061 is an influential waypoint in developing protocols for textbook analysis). Thus the book shows how to gauge aspects of textbooks such as their treatment of controversial issues, graphical depictions, scientific historiography, vocabulary usage, accuracy, and readability. The content also covers broader social themes such as the portrayal of women and minorities. "Despite newer, more active pedagogies, textbooks continue to have a strong presence in classrooms and to embody students’ socio-historical inheritance in science. Despite their ubiquitous presence, they have received relatively little on-going empirical study. It is imperative that we understand how textbooks influence science learning. This book presents a welcome and much needed analysis." Tina A. Grotzer Harvard University, Cambridge, Massachusetts, USA The present book provides a much needed survey of the current state of research into science textbooks, and offers a wide range of perspectives to inform the 'science' of writing better science textbooks. Keith S Taber University of Cambridge, Cambridge, United Kingdom

Author: Falk Pingel
Publisher: UNESCO
ISBN: 923104141X
Category : Education
Languages : en
Pages : 83

View

Book Description