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Author: Driver, Rosalind Publisher: McGraw-Hill Education (UK) ISBN: 0335193811 Category : Education Languages : en Pages : 188
Book Description
* What ideas about science do school students form as a result of their experiences in and out of school? * How might science teaching in schools develop a more scientifically-literate society? * How do school students understand disputes about scientific issues including those which have social significance, such as the irradiation of food? There have been calls in the UK and elsewhere for a greater public understanding of science underpinned by, amongst other things, school science education. However, the relationship between school science, scientific literacy and the public understanding of science remains controversial. In this book, the authors argue that an understanding of science goes beyond learning the facts, laws and theories of science and that it involves understanding the nature of scientific knowledge itself and the relationships between science and society. Results of a major study into the understanding of these issues by school students aged 9 to 16 are described. These results suggest that the success of the school science curriculum in promoting this kind of understanding is at best limited. The book concludes by discussing ways in which the school science curriculum could be adapted to better equip students as future citizens in our modern scientific and technological society. It will be particularly relevant to science teachers, advisers and inspectors, teacher educators and curriculum planners.
Author: Shifra Schonmann Publisher: Springer Science & Business Media ISBN: 1402044402 Category : Education Languages : en Pages : 235
Book Description
This book is a journey into the dual territory of educational and theatrical settings. It advances the knowledge in these settings by touching upon provocative questions, by dealing with the limitations and challenging the new possibilities of theatre for young people. It is an attempt to bring intellectual rigor and some theoretical perspectives drawn from recent theatre and aesthetic theory to the field of theatre for young people.
Author: Marie-Helene Delval Publisher: Eerdmans Books for Young Readers ISBN: 9780802853912 Category : Juvenile Nonfiction Languages : en Pages : 0
Book Description
The Bible describes God in many different ways: God is light; God is joy; God is wisdom. God is the beauty that fills the earth and the rock we stand on, the promises we live by and the fire that purifies us. This volume offers a collection of these images, presented in simple language that young readers can easily understand. This book's bright artwork and lyrical text, written by the bestselling author of Psalms for Young Children, explores how, even though we cannot see or touch God, we can still discover him in our world.
Author: Holly Johnson Publisher: Routledge ISBN: 0429761058 Category : Education Languages : en Pages : 288
Book Description
Extending the discussion of critical content analysis to the visual realm of picturebooks and graphic novels, this book provides a clear research methodology for understanding and analyzing visual imagery. Offering strategies for "reading" illustrations in global and multicultural literature, chapter authors explore and bring together critical theory and social semiotics while demonstrating how visual analysis can be used to uncover and analyze power, ideologies, inequity, and resistance in picturebooks and graphic novels. This volume covers a diverse range of texts and types of books and offers tools and procedures for interpreting visual images to enhance the understandings of researchers, teachers, and students as they engage with the visual culture that fills our world. These methods are significant not only to becoming a critical reader of literature but to also becoming a critical reader of visual images in everyday life.
Author: Rosalind Driver Publisher: McGraw-Hill Education (UK) ISBN: 0335231446 Category : Education Languages : en Pages : 188
Book Description
* What ideas about science do school students form as a result of their experiences in and out of school? * How might science teaching in schools develop a more scientifically-literate society? * How do school students understand disputes about scientific issues including those which have social significance, such as the irradiation of food? There have been calls in the UK and elsewhere for a greater public understanding of science underpinned by, amongst other things, school science education. However, the relationship between school science, scientific literacy and the public understanding of science remains controversial. In this book, the authors argue that an understanding of science goes beyond learning the facts, laws and theories of science and that it involves understanding the nature of scientific knowledge itself and the relationships between science and society. Results of a major study into the understanding of these issues by school students aged 9 to 16 are described. These results suggest that the success of the school science curriculum in promoting this kind of understanding is at best limited. The book concludes by discussing ways in which the school science curriculum could be adapted to better equip students as future citizens in our modern scientific and technological society. It will be particularly relevant to science teachers, advisers and inspectors, teacher educators and curriculum planners.
Author: Apl. Prof. Dr. Felizitas Sagebiel Publisher: Verlag Barbara Budrich ISBN: 3863882059 Category : Social Science Languages : en Pages : 300
Book Description
The authors discuss individual and societal factors which influence the gender biased image of science, engineering and technology (SET) prevalent in young people. From different angles the authors investigate the consequences of this often unattractive but also partly obsolete image for gendered study and occupational choices of girls and boys. Besides peers, school and media as main influencing socialisation instances the contributions focus on young people’s selfconcept regarding the development of gendered attitudes towards SET. Further this book includes approaches and concepts of inclusion measures aiming on changing the image of SET and attracting young people, and especially girls, for these study and job fields.
Author: Cecily Hennessy Publisher: Routledge ISBN: 1351928872 Category : History Languages : en Pages : 317
Book Description
This book covers a subject that has never previously been addressed, and yet it is both a fascinating and a provocative one: the representation of children in Byzantium. The visual material is extensive, intriguing and striking, and the historical context is crucially important to our understanding of Byzantine culture, social history and artistic output. The imagery explored is drawn from the fourth to the fifteenth centuries and encompasses media from manuscripts to mosaics and enamel. Part of the allure of this subject is that people do not associate childhood with Byzantium. Ernst Gombrich commented, 'who could find it easy, after a visit to Ravenna and its solemn mosaics, to think of noisy children in Byzantium?'. However, in Byzantium, patrons of art were often young, such as emperors who acceded to the throne as teenagers, and makers of art, sculptors, mosaicists, painters often began their training at an early age. How did this affect the creation, promotion and production of art? The study questions the definitions and perceptions of childhood, focusing on topics such as the family, saintly children and those associated with imperial power. Cecily Hennessy demonstrates that children are featured often in visual imagery and in key locations, indicating that they played a central role in Byzantine life, something which has previously been overlooked or ignored. In tackling this new subject she reveals important aspects of childhood, youth, and by extension adulthood in Byzantine society and raises issues that are also applicable to the present and to other historical contexts.
Author: Holly Johnson Publisher: Routledge ISBN: 1317311493 Category : Language Arts & Disciplines Languages : en Pages : 216
Book Description
In this book the authors describe their strategies for critically reading global and multicultural literature and the range of procedures they use for critical analyses. They also reflect on how these research strategies can inform classrooms and children as readers. Critical content analysis offers researchers a methodology for examining representations of power and position in global and multicultural children’s and adolescent literature. This methodology highlights the critical as locating power in social practices by understanding, uncovering, and transforming conditions of inequity. Importantly, it also provides insights into specific global and multicultural books significant within classrooms as well as strategies that teachers can use to engage students in critical literacy.
Author: Valerie Harwood Publisher: Taylor & Francis ISBN: 1317568524 Category : Education Languages : en Pages : 232
Book Description
Young people with tenuous relationships to schooling and education are an enduring challenge when it comes to addressing social inclusion, yet their experiences remain overlooked in efforts to widen participation in higher education. The Politics of Widening Participation and University Access for Young People examines the existing knowledges and feelings these young people have about higher education, and, through the authors’ empirical research, demonstrates how sustained connections to educational futures can be created for them. Drawing from an empirical study with nearly three hundred young people who have precarious relationships to schooling and live in disadvantaged communities, this book offers new insights into their subjects’ experiences of educational disadvantages. It explains the different ways the university is constructed as impossible, undesirable, or even risky, by young people experiencing educational disadvantage. The book brings their stories into focus to offer new ways of thinking about the educational consequences of alienation from school. It shows how our understanding of the politics of experience of these young people has an important impact on our ability to develop appropriate means through which to engage them in higher education. This book challenges and significantly advances the popular frames for international debate on widening participation and the ethical right to educational participation in contemporary society. As such, it will be of be of key interest to academics, researchers and postgraduate students in the fields of higher education, sociology of education, anthropology of education, cultural studies of education, sociology as well as to those concerned by the impact of disadvantage on young people’s understandings of, and aspirations towards, education and attending university.
Author: Adrienne Salinger
Author: Adrienne Salinger
Author: Driver, Rosalind
Author: Shifra Schonmann
Author: Marie-Helene Delval
Author: Holly Johnson
Author: Rosalind Driver
Author: Apl. Prof. Dr. Felizitas Sagebiel
Author: Cecily Hennessy
Author: Holly Johnson
Author: Valerie Harwood