Teaching and Learning in the Science Laboratory by Dimitris Psillos
Scope of the book There is an on-going debate regarding the role of labwork in science education, which dates back several decades and which illustrates the conviction and interest of teachers, researchers and policy-makers world-wide in the value of laboratory work for understanding science. This is evident in more recent books and studies regarding the laboratory, which mainly refer to countries with a considerable tradition in practical work in science education (Woolnough & Alsop 1985, Hodson 1993, Hegarthy-Hazel 1990, Wellington 2000). Yet in discussing research studies on labwork, several authors express their concern about its effectiveness in facilitating students' understanding of various aspects of scientific inquiry. They point out a comprehensive re-conceptualisation of the aims of labwork and, as a consequence, of investigating what the students actually learn in different contexts (Lazarowitz & Tamir 1994, Tobin & Tippins 1993, Lunetta 1998). It has also been argued that the relationship between instructional activities and student learning in labwork needs more attention than it has been given in science education research (Leach & Paulsen 1999). It appears that the case for research-based labwork emerges in several quarters in science education, particularly among researchers. This book presents and discusses a variety of laboratory practices and their effectiveness. The studies take into account recent theoretical developments and empirical results concerning students' understanding of scientific inquiry. A whole chapter is devoted to technological advances offering new learning opportunities for the students and teaching facilities for the teacher.-
Empowering STEM Thinkers Through Argumentation
-
Creating and Maintaining a Home in Science Education Research
-
Exploring Elementary Science Teaching and Learning in Canada
-
Building Networks for Critical and Altruistic Science Education
-
Primary Science Education in East Asia
-
Conceptual Profiles
-
Contemporary Issues in Science and Technology Education
-
Philosophy, Science, Education and Culture
-
Argumentation in Science Education
-
Designing Communities
-
A Moral Inquiry into Epistemic Insights in Science Education
-
Metacognition in Science Education
-
Connecting Science and Engineering Education Practices in Meaningful Ways
-
The Pedagogy of Physical Science
-
Science Teacher Education for Responsible Citizenship
-
Feyerabends Epistemological Anarchism
-
Evolving Nature of Objectivity in the History of Science and its Implications for Science Education
-
Socioscientific Issues Focused Teacher Education
-
Precursor Models for Teaching and Learning Science During Early Childhood
-
Critical Graphicacy
-
Progressing Science Education
-
Metaphor and Analogy in Science Education
-
Critical Appraisal of Physical Science as a Human Enterprise
-
Chinese Science Education in the 21st Century: Policy, Practice, and Research
-
Models of Science Teacher Preparation
-
The Neurological Basis of Learning, Development and Discovery
-
Learning From Others
-
Global Science Literacy
-
Everyday Thoughts about Nature
-
Socio-Cultural Perspectives on Science Education
-
Modeling Theory in Science Education
-
Mapping Biology Knowledge
| SKU | Unavailable |
| ISBN 13 | 9789048161713 |
| ISBN 10 | 9048161711 |
| Title | Teaching and Learning in the Science Laboratory |
| Author | Dimitris Psillos |
| Series | Contemporary Trends And Issues In Science Education |
| Condition | Unavailable |
| Binding Type | Paperback |
| Publisher | Springer |
| Year published | 2010-12-09 |
| Number of pages | 270 |
| Cover note | Book picture is for illustrative purposes only, actual binding, cover or edition may vary. |
| Note | Unavailable |