Details

Crossing the Border of the Traditional Science Curriculum

Innovative Teaching and Learning in Basic Science Education
Bold Visions in Educational Research

von: Maurício Pietrocola, Ivã Gurgel
37,45 €
Verlag:	SensePublishers
Format:	PDF
Veröffentl.:	24.08.2017
ISBN/EAN:	9789463510417
Sprache:	englisch

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Beschreibungen

Titelbeschreibung

Nations worldwide consider education an important tool for economic and social development, and the use of innovative strategies to prepare students for the acquisition of knowledge and skills is currently considered the most effective strategy for nurturing engaged, informed learners. In the last decade especially, European countries have promoted a series of revisions to their curricula and in the ways teachers are trained to put these into practice. Updating curriculum contents, pedagogical facilities (for example, computers in schools), and teaching and learning strategies should be seen as a routine task, since social and pedagogical needs change over time. Nevertheless, educational institutions and actors (educational departments, schools, teachers, and even students) normally tend to be committed to traditional practices. As a result of this resistance to change within educational systems, implementing educational innovation is a big challenge.
The authors of the present volume have been involved with curriculum development since 2003. This work is an opportunity to present the results of more than a decade of research into experimental, inventive approaches to science education. Most chapters concern innovative strategies for the teaching and learning of new contents, as well as methods for learning to teach them at the pre-university school level. The research is focused on understanding the pedagogical issues around the process of innovation, and the findings are grounded in analyses of the limits and possibilities of teachers’ and students’ practices in schools.

Inhaltsverzeichnis

Acknowledgements; Introduction; Curricular Innovation and Didactic-Pedagogical Risk Management: Teaching Modern and Contemporary Physics in High Schools; Elementary Particle Physics for High Schools; Particle Accelerators and Didactic Obstacles: A Teaching and Learning Experience in São Paulo and Cataluña; A Teaching-Learning Sequence on the Concept of Mass and Required Skills for Teaching Relativity; Science Stand: Crossing Borders between Sciences, Arts, and Humanities in a Decentralized Science Dissemination Program; Computer Simulations and Students’ Difficulties in Reading Visual Representations in Science Education; Praxeology and the Use of Educational Robotics in the Teaching of Physics; Teaching Solar Physics in a Partnership between Formal and Non-Formal Education; Curricular Innovation in Modern and Contemporary Physics in Ongoing Training Courses: Professional Profile, Motivation Change, and Teacher Difficulties; A Game Designed to Tackle Controversies about the Nature of Science: Debates Regarding Science Funding Based on Studies of the History of Cosmology in the First Half of the 20th Century; A Proposal for Overcoming Obstacles to Teaching Natural Science: Evaluating a History of High School Cosmology Courses; The Role of Narrative Thinking in Learning Scientific Concepts; Interwoven Thoughts: Rethinking the Current Picture of Physics Knowledge.

Sonderbeitrag

Educational research framed in school ground is presented in this book.The chapters in this book discuss innovative science education for a contemporary citizenship.This book presents an evaluation of Teaching and Learning Science Sequences.