The Pedagogy of Physical Science

The work offers a unique and refreshing approach in addressing the important professional dimension of supporting teacher understanding of pedagogy and critically examines assumptions in contemporary debates about constructivism in science ...

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Author: David Heywood

Publisher: Springer

ISBN: 1402052707

Category: Science

Page: 197

View: 805

In the science classroom, there are some ideas that are as difficult for young students to grasp as they are for teachers to explain. Forces, electricity, light, and basic astronomy are all examples of conceptual domains that come into this category. How should a teacher teach them? The authors of this monograph reject the traditional separation of subject and pedagogic knowledge. They believe that to develop effective teaching for meaningful learning in science, we must identify how teachers themselves interpret difficult ideas in science and, in particular, what supports their own learning in coming to a professional understanding of how to teach science concepts to young children. To do so, they analyzed trainee and practising teachers’ responses to engaging with difficult ideas when learning science in higher education settings. The text demonstrates how professional insight emerges as teachers identify the elements that supported their understanding during their own learning. In this paradigm, professional awareness derives from the practitioner interrogating their own learning and identifying implications for their teaching of science. The book draws on a significant body of critically analysed empirical evidence collated and documented over a five-year period involving large numbers of trainee and practising teachers. It concludes that it is essential to ‘problematize’ subject knowledge, both for learner and teacher. The book’s theoretical perspective draws on the field of cognitive psychology in learning. In particular, the role of metacognition and cognitive conflict in learning are examined and subsequently applied in a range of contexts. The work offers a unique and refreshing approach in addressing the important professional dimension of supporting teacher understanding of pedagogy and critically examines assumptions in contemporary debates about constructivism in science education.

The Pedagogy of Physical Science

The beginning science teacher: Classroom narratives of convictions and constraints. ... Physics Education, 24, 353–358. Brown, T. (1997). ... Pedagogical content knowledge as a way forward: Applied research in chemistry education.

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Author: David Heywood

Publisher: Springer Science & Business Media

ISBN: 1402052715

Category: Science

Page: 197

View: 820

In the science classroom, there are some ideas that are as difficult for young students to grasp as they are for teachers to explain. Forces, electricity, light, and basic astronomy are all examples of conceptual domains that come into this category. How should a teacher teach them? The authors of this monograph reject the traditional separation of subject and pedagogic knowledge. They believe that to develop effective teaching for meaningful learning in science, we must identify how teachers themselves interpret difficult ideas in science and, in particular, what supports their own learning in coming to a professional understanding of how to teach science concepts to young children. To do so, they analyzed trainee and practising teachers’ responses to engaging with difficult ideas when learning science in higher education settings. The text demonstrates how professional insight emerges as teachers identify the elements that supported their understanding during their own learning. In this paradigm, professional awareness derives from the practitioner interrogating their own learning and identifying implications for their teaching of science. The book draws on a significant body of critically analysed empirical evidence collated and documented over a five-year period involving large numbers of trainee and practising teachers. It concludes that it is essential to ‘problematize’ subject knowledge, both for learner and teacher. The book’s theoretical perspective draws on the field of cognitive psychology in learning. In particular, the role of metacognition and cognitive conflict in learning are examined and subsequently applied in a range of contexts. The work offers a unique and refreshing approach in addressing the important professional dimension of supporting teacher understanding of pedagogy and critically examines assumptions in contemporary debates about constructivism in science education.

PEDAGOGY OF PHYSICAL SCIENCE

These are discussed below Science is a particular way of looking at nature A morning walker looks at the rising sun, pays obeisance to the sun-god, for bestowing the earth with light and energy.

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Author: Dr. K. Manikandan

Publisher: Lulu Publication

ISBN: 9781304610713

Category: Art

Page: 129

View: 103

WHAT IS SCIENCE? Science is a domain of inquiry. The organized knowledge with inquiry, logical reasoning and experimentation as its central themes, that we call science. NATURE OF SCIENCE Nature of science is defined by certain characteristics which distinguish it from other spheres of human endeavor. These are discussed below Science is a particular way of looking at nature A morning walker looks at the rising sun, pays obeisance to the sun-god, for bestowing the earth with light and energy. Another walker with a scientific bent of mind or scientific attitude tries to understand the process of energy generation

Methods Of Teaching Physics

Contents: Introduction, The Correlation, The Attitudes, The Concept, Objectives and Aims, Role of Teacher, Teaching Aids, Teaching Methods-1, Teaching Methods-2, Planning Lessons, Process of Enrichment, The Curriculum, Process of Evaluation ...

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Author: M. Vanaja

Publisher: Discovery Publishing House

ISBN: 8171418678

Category: Physics

Page: 352

View: 285

Contents: Introduction, The Correlation, The Attitudes, The Concept, Objectives and Aims, Role of Teacher, Teaching Aids, Teaching Methods-1, Teaching Methods-2, Planning Lessons, Process of Enrichment, The Curriculum, Process of Evaluation, The Laboratories, Science Club.

Pedagogy and the Practice of Science

The fields they examine span the modern physical sciences, ranging from theoretical physics to electrical engineering and from nuclear weapons science to quantum chemistry."--Jacket.

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Author: Wiebe E Bijker

Publisher: MIT Press

ISBN: 0262112884

Category: Science

Page: 426

View: 508

The fields they examine span the modern physical sciences, ranging from theoretical physics to electrical engineering and from nuclear weapons science to quantum chemistry."--Jacket.

Re examining Curriculumknowledge and Pedagogy of Grade 12 Physical Science Teachers

The purpose of this study was to re-examine theoretical and pedagogical curriculum knowledge of grade 12 physical science teachers in the Xhariep district.

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Author: Motsienyane Simon Lethena

Publisher:

ISBN: OCLC:1056168712

Category: Competency-based education

Page: 226

View: 483

The purpose of this study was to re-examine theoretical and pedagogical curriculum knowledge of grade 12 physical science teachers in the Xhariep district. Mathematics and physical science have a history of poor performance in South African schools, particularly black schools, largely as a result of inferior education provided to black communities by the apartheid ‘Bantu Education’. Even after the 1994 elections, following the introduction of Outcomes-Based Education (OBE) by the new government, little has been achieved in terms of improving performance in these subjects, as international results in the past few years have shown. OBE was intended to correct the imbalances of the past by offering equal education for all, however, implementation challenges saw it being confronted with criticism and resistance that led to its review, culminating in the current CAPS policy that has been implemented in schools to date. The study was conducted in Xhariep District in the Free State Province, a vast geographical area with scattered towns which are far apart from each other. The population is mainly poverty-stricken and almost all the black schools are receiving funding from government. The study used a narrative paradigm and methodology that employed purposeful sampling of five schools in the district, three of which were performing and two underperforming. Of the performing schools, one was a former Model C Afrikaans school and the other two were previously disadvantaged schools. The two underperforming schools were also previously disadvantaged. Five teachers from these schools were identified to participate in this study. The instruments used to collect data were interviews, classroom observations and document analysis. The study shows that teachers understand that they need both theoretical and practical knowledge for them to teach effectively; subject content knowledge is needed for teachers to select, sequence and pace their lessons; teachers do not integrate practicals/experiments in their teaching of physical science; and OBE and competence-based curricula have focussed on outcomes and so influenced how teachers teach CAPS content today, which is only results-oriented.

INNOVATIVE SCIENCE TEACHING

This edition of Innovative Science Teaching is designed for the undergraduate and postgraduate students of education specializing in science teaching. It can also be used as reference by physical science teachers and teacher-trainees.

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Author: RADHA MOHAN

Publisher: PHI Learning

ISBN: 8120331575

Category: Education

Page: 468

View: 383

Science teaching has recently evolved as a blend of conventional methods and modern aids owing to the changing needs and techniques of education. This updated Third Edition aims to strike this balance between modern teaching methods and time-tested theories. All the existing chapters are suitably updated and new chapters on theories of learning, teaching models, and statistics are included in the text. Checklists are provided to help teachers handpick appropriate material from the vast available resources. The introductory chapter on statistics should help them interpret and analyze the test scores of their students. THIS NEW EDITION FEATURES • Four new chapters—Statistics for Science Teacher, Theories of Learning, Models of Teaching, and Constructivism in Science Education. • Updated e-learning materials and website addresses relevant to science teaching and teachers. • Completely revised chapters and elaborate coverage of all aspects of modern teaching. This edition of Innovative Science Teaching is designed for the undergraduate and postgraduate students of education specializing in science teaching. It can also be used as reference by physical science teachers and teacher-trainees.

The Content of Science

This book is a result of a workshop where 14 science educators were invited to draft chapters on the implications that the research studies in a specific content area of science have for its teaching.

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Author: Peter J. Fensham

Publisher: Psychology Press

ISBN: 0750702214

Category: Science

Page: 278

View: 358

This book is a result of a workshop where 14 science educators were invited to draft chapters on the implications that the research studies in a specific content area of science have for its teaching. The relations between social forces and perceptions of purpose and content lay behind discussions in the workshop, and influenced the emergence of three major issues concerning science content: its variety; its complexity; and the relation between content and action. Chapters include: (1) "Science Content and Constructivist Views of Learning and Teaching" (Peter Fensham; Richard Gunstone; and Richard White) and "Constructivism: Some History" ((David Hawkins); (2) "Beginning to Teach Chemistry" (Peter Fensham); (3) "Generative Science Teaching" (Merlin Wittrock); (4) "Constructivism, Re-constructivism, and Tack-oriented Problem-solving" (Mike Watts); (5) "Structures, Force, and Stability. Design a Playground" (Cliff Malcolm); (6) "Pupils Understanding Magnetism in a Practical Assessment Context: The Relationship Between Content, Process and Progression" (Gaalen Erickson); (7) "Primary Science in an Integrated Curriculum" (Maureen Duke; Wendy Jobling; Telsa Rudd; and Kate Brass); (8) "Digging into Science-A Unit Developed for a Year 5 Class" (Kate Brass and Wendy Jobling); (9) "Year 3: Research into Science" (Kate Brass and Telsa Rudd); (10) "The Importance of Specific Science Content in the Enhancement of Metacognition" (Richard Gunstone); (11) "The Constructivist Paradigm and Some Implications for Science Content and Pedagogy" (Malcolm Carr; Miles Barker; Beverley Bell; Fred Biddulph; Alister Jones; Valda Kirkwood; John Pearson; and David Symington); (12) "Making High-tech Micrographs Meaningful to the Biology Student" (James Wandersee); (13) "Year 9 Bodies" (Anne Symons; Kate Brass; and Susan Odgers); (14) "Learning and Teaching Energy" (Reinders Duit and Peter Haeussler); (15) "Working from Children's Ideas: Planning and Teaching a Chemistry Topic from a Constructivist Perspective" (Philip Scott; Hilary Asoko; Rosalind Driver; and Jonathan Emberton); (16) "States of Matter-Pedagogical Sequence and Teaching Strategies Based on Cognitive Research" (Ruth Stavy); (17) "Pedagogical Outcomes of Research in Science Education: Examples in Mechanics and Thermodynamics" (Laurence Viennot and S. Rozier); and (18) "Dimensions of Content" (Richard White). (JRH)

Scientific Development of Sport Pedagogy

Sport Pedagogy Theory and Research in the Federal Republic of Germany Herbert Haag Universitat Kiel The study of physical ... The transition of sport pedagogy from physical education to sport science in Germany became quite clear in the ...

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Author: Paul G. Schempp

Publisher: Waxmann Verlag

ISBN: 3830954557

Category: Physical education and training

Page: 258

View: 608

Leading Schools to Learn Grow and Thrive

Learning PhysiCs on The FLy I never took a physics course—ever. eighth grade Introductory Physical Science is as far as I got. ... of content and pedagogy from the foundation of their own teaching and what they have learned from others.

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Author: S. David Brazer

Publisher: Routledge

ISBN: 9781351708814

Category: Education

Page: 258

View: 133

Leading Schools to Learn, Grow, and Thrive provides a unique approach to preparing prospective education leaders by combining theory, research, and practice. Grounded in organizational and leadership theory, this book helps leaders understand their schools and districts from multiple perspectives and develop their own leadership aspirations, approaches, and missions. Well-known authors Brazer, Bauer, and Johnson present authentic practical problems, illuminate them with appropriate theory and research, and give readers opportunities to solve common puzzles as a means to grow wisdom about how to lead, especially when confronted with complex challenges. This book is an invaluable resource for aspiring leaders, one that readers will reference as they proceed through their leadership coursework and keep close at hand throughout their leadership career. Special Features: eResources—complementary resources for instructors and students, including a set of authentic role-playing scenarios accessible from https://www.routledge.com/9781138039100 Vignettes—introduce the reader to real-life dilemmas that impact teaching and learning and provide a central reference point for discussions of theory, research, and practice. Theory and Research—frameworks and examples inform common leadership challenges, helping readers expand their knowledge and experience base to explore situations similar to their own contexts. Puzzles—real-world situations test knowledge and provide opportunities to practice ideas for effective leadership. Thought Partner Discussions (TPCs) and Extended Web Activities (EWAs)—additional thought activities, opportunities for reflection, and suggestions for discussion provoke puzzle solving.