Developing Standards in Research on Science Education: The ESERA Summer School 2004

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ISBN: 9780415383394 | 0415383390
Cover: Hardcover
Copyright: 7/15/2005

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Ph.D. students, supervisors, and lecturers presented a multitude of research goals in science education and the variety of theoretical frameworks. Topics include: teachers' thinking and beliefs and teachers' actions in the classroom, the interaction between specific programs of science museums and teachers' and classes' plans for engagement with them, teaching, learning and understanding of new subject matter for science classes, different interaction processes in the classroom, discourse analysis, decision making processes in science classes and the use of models in chemistry lessons, and specific characters and the function of text when learning physics by means of computer-based multimedia.

Preface	p. VII
Staff members	p. XI
Towards science education research that is relevant for improving practice: The model of educational reconstruction	p. 1
Exploring a case study to discover issues relevant to the use and misuse of statistics	p. 11
Interviews in science education research	p. 29
Qualitative Video-Analysis Applied to Classroom Studies - A First-Steps Workshop	p. 39
Teachers' conceptions of, and obstacles to, sex education in Portuguese primary schools	p. 47
A study of students' learning processes on a new quantum physics course for preservice and inservice teachers	p. 55
Public understanding of genetics: The role of school science in preparing citizens for participating in a democratic society	p. 63
Different ways of explanation: Descriptive/empirical vs. explanatory/theoretical	p. 69
Computer assisted hands-on laboratories activities: Design, development and evaluation of instructional software for science teachers education	p. 79
How students use empirical evidence to draw conclusions	p. 87
Science instruction with the use of information communication technologies - Suggestions and applications of quantum approaches	p. 93
The design of a remote experiment for high school students	p. 101
Discourse Analysis in University Physics Class. Implications for Improvement of Educational Practice	p. 109
Assessing characteristics of teacher and student actions during instructional talks in primary science classrooms by means of video-analysis	p. 117
The process of teachers' planning and implementation of school visits to science and technology museums	p. 125
Investigating students' and teachers' reactions to a curriculum on the evolution of a chemical system	p. 131
Engaging Explainers in design-based research to support student science enquiry	p. 139
Modern physics and how to get there: teaching and learning quantum physics in secondary school - outline of a research project	p. 147
Acquisition and encouragement of decision making processes in science classes	p. 155
Young people's perspectives on genetics, identity and society using film and discussion	p. 165
Learning with simulations and their effect on problem solving in the domain of physics	p. 171
Designing and evaluating a research-based teaching-learning sequence on the moment of force	p. 179
Meaningful learning of models and modelling in chemistry education by adapting authentic practices	p. 187
Textcoherence and self-explanation in learning physics with multimedia	p. 197
A Multimodal analysis of physics explanations	p. 205
Upper secondary students' views of the Nature of Science: The influence of activities at a research centre	p. 213
Approaching conceptual change in the teaching and learning of mechanical and solar energy with 6th grade primary school children in Greece	p. 221
Process orientated learning in small groups in chemistry education	p. 229
Systems thinking in ecology education: Modelling ecosystems	p. 235
Realizing integrated science instruction at the upper secondary level - The chances and challenges of assessment from the teachers' perspective	p. 241
Author index	p. 247
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Developing Standards in Research on Science Education: The ESERA Summer School 2004

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