Bøger i Innovations in Science Education and Technology serien

This book illustrates how sustainability, information technologies, and envisioning the future can be effectively woven into an integrated educational experience. By understanding what it takes to build a sustainable community, students will develop the skills needed to engage successfully in a sustainable society.

This book presents a collection of educational research and developmental efforts on the rapidly emerging use of infrared cameras and thermal imaging in science education. It provides an overview of infrared cameras in science education to date, and of the physics and technology of infrared imaging and thermography. It discusses different areas of application of infrared cameras in physics, chemistry and biology education, as well as empirical research on students' interaction with the technology. It ends with conclusions drawn from the contributions as a whole and a formulation of forward-looking comments.

Bringing together a wide collection of ideas, reviews, analyses and new research on particulate and structural concepts of matter, Concepts of Matter in Science Education informs practice from pre-school through graduate school learning and teaching and aims to inspire progress in science education.

This book explores the beneficial impact of pedagogically updated practices and approaches in the teaching of science concepts as well as elaborates on future challenges and emerging issues that address Science and Technology Education. By pointing out new research directions it informs educational practices and bridges the gap between research and practice providing information, ideas and new perspectives. The book also promotes discussions and networking among scientists and stakeholders such as researchers, professors, students and companies developing educational software and ICT tools. The volume presents papers from the First International Conference on "New Developments in Science and Technology Education" (1st NDSTE) that was structured around four main thematic axes Modern Pedagogies in Science and Technology Education, New Technologies in Science and Technology Education, Teaching and Learning in the light of Inquiry learning Methods and Interest, Attitude and Motivation in Science.

This book addresses the point of intersection between cognition, metacognition, and culture in learning and teaching Science, Technology, Engineering, and Mathematics (STEM).

This book addresses the point of intersection between cognition, metacognition, and culture in learning and teaching Science, Technology, Engineering, and Mathematics (STEM).

Focusing on geoscience, this book applies a uniquely cross-disciplinary perspective to its examination of the relationship between scientific research and teaching at universities.

This book explores the beneficial impact of pedagogically updated practices and approaches in the teaching of science concepts as well as elaborates on future challenges and emerging issues that address Science and Technology Education. By pointing out new research directions it informs educational practices and bridges the gap between research and practice providing information, ideas and new perspectives. The book also promotes discussions and networking among scientists and stakeholders such as researchers, professors, students and companies developing educational software and ICT tools. The volume presents papers from the First International Conference on ¿New Developments in Science and Technology Education¿ (1st NDSTE) that was structured around four main thematic axes Modern Pedagogies in Science and Technology Education, New Technologies in Science and Technology Education, Teaching and Learning in the light of Inquiry learning Methods and Interest, Attitude and Motivation in Science.

This book specifies the foundation for Adapted Primary Literature (APL), a novel text genre that enables the learning and teaching of science using research articles that were adapted to the knowledge level of high-school students.

Science teachers come in many varieties, but they share a common goal: to nurture learners. Scientists teamed with teachers and their students represent a very real and rich opportunity to involve students in real science as practiced.

Focusing on geoscience, this book applies a uniquely cross-disciplinary perspective to its examination of the relationship between scientific research and teaching at universities.

Bringing together a wide collection of ideas, reviews, analyses and new research on particulate and structural concepts of matter, Concepts of Matter in Science Education informs practice from pre-school through graduate school learning and teaching and aims to inspire progress in science education.

For many people, a high standard for student learning is desirable. This book, Linking Competence to Opportunities to Learn: Models of Competence and data mining, provides me an opportunity to examine standards from a different perspective: opportunity to learn.

Although the project has long since lost count of the number of implem- tations of the model, conservative estimates are that more than 100 community and four year colleges and a range of universities have adopted the PLTL model to advance student learning for more than 20,000 students in a variety of STEM disciplines.

Although the project has long since lost count of the number of implem- tations of the model, conservative estimates are that more than 100 community and four year colleges and a range of universities have adopted the PLTL model to advance student learning for more than 20,000 students in a variety of STEM disciplines.

This book offers an alternative paradigm for the teaching of science, one that gives more attention to the motivation of students and deems student input essential. Each chapter is introduced with a case study involving elementary or middle school students.

This book delves into a review of current research, active learning strategies, Web courseware, metacognition, strategies for Web discussions, promoting student self-regulation, building interactive Web pages, basic HTML coding, managing Web sites, using databases, automated testing, and security and legal issues.

For many people, a high standard for student learning is desirable. This book, Linking Competence to Opportunities to Learn: Models of Competence and data mining, provides me an opportunity to examine standards from a different perspective: opportunity to learn.

This resource manual for college-level science instructors reevaluates the role of testing in their curricula and describes innovative techniques pioneered by other teachers.

This resource manual for college-level science instructors reevaluates the role of testing in their curricula and describes innovative techniques pioneered by other teachers.

Geoscience Research and Outreach

The committee interviewed selected senior and junior Harvard faculty, Harvard and Radcliffe administrators, students, and alumni/ae.

Gary Lilyquist synthesizes such innovative concepts as, systems thinking, mental models, effective school research, and Deming's theories of management to propose the new Balance Alignment Model, a wide-ranging approach for fostering school improvement.

It is also an unusual book: it is written by a scientist who is quite willing to talk about the softer side of life, about things such as love and respect and responsibility, and to try and position them in the context of his science.

Education has traditionally studied the world by bringing it into the classroom. This can result in situated learning that appears to students to have no relevance outside the classroom. The editors and authors believe that the right tools might help students with this sorting process and result in learning in rich contexts.

Technology abounds: information tech nology, communication technology, learning technology. The science-based technology that makes for the complexity, contro versy, and uncertainty of life sows the seeds of understanding in Science, Technology, and Society.

These persons include science and technology education experts, educational policymakers, officials of the National Science Foundation, school administrators, classroom teachers, evaluation instructors, evaluation methodologists, practicing evaluators, and test developers, among others.

It considers possible forms of distance learning, looking at the variables involved, current examples of distance learning, and possible future forms including examples from science fiction. Production of tutorial learning material and costs for a student hour of learning is discussed.

This book deals with the use of technology in science teaching.

Robert Karplus, a professor of physics at the University of California, Berkeley, USA, became a leader in the movement to reform elementary school science in the 1960s. This book tries to capture the essence of his life and work and presents selections of his published articles in a helpful context.