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"Science Study and teaching (Secondary) Case studies."
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Exemplary Science in Grades 9-12
In this collection of 15 essays, educators describe successful programs theyve developed to fulfill the National Science Education Standards vision for the reform of teaching, assessment, professional development, and content at the high school level. All the visions correspond with the Less Emphasis and More Emphasis conditions that conclude each section of the Standards, characterizing what most teachers and programs should do less of as well as describing the changes needed if real reform is to occur.
eBook
Constructing Representations to Learn in Science
This book builds on recent interest in the role of representations in learning to argue for a pedagogical practice based on students actively generating and exploring representations. The book describes a sustained inquiry in which the authors worked with primary and secondary teachers of science, on key topics identified as problematic in the research literature.
eBook
History wars and the classroom
Inhalt: Legacies, ruptures and inertias : history in the Argentine school system / Maria Paula Gonzalez - Under siege from right and left : a tale of the Australian school history wars / Tony Taylor - \"We were allowed to disagree, because we couldn't agree on anything\" : seventeen voices in Canadian debates over history education / Ruth Sandwell - Controversiality and consciousness : contemporary history education in Germany / Sylvia Semmet - Denial in the classroom : political origins of the Japanese textbook controversy / Tony Taylor - \"Little is taught or learned in schools\" : debates over the place of history in the New Zealand school curriculum / Mark Sheehan - Transforming images of nation-building : ideology and nationalism in history school textbooks in Putin's Russia, 2001-2010 / Joseph Zajda - Dealing with a reign of virtue : the post-apartheid South African school history curriculum / Rob Siebörger - The history working group and beyond : a case study in the UK's history quarrels / Robert Guyver - Wars and rumors of war : the rhetoric and reality of history education in the United States / Keith Barton.
eBook
Developing science, mathematics, and ICT education in Sub-Saharan Africa : patterns and promising practices
'Developing Science, Mathematics and ICT in Secondary Education' is based on country studies from ten Sub-Saharan African countries: Botswana, Burkina Faso, Ghana, Namibia, Nigeria, Senegal, South Africa, Uganda, Tanzania and Zimbabwe, and a literature review. It reveals a number of huge challenges in science, mathematics and ICT (SMICT) education in sub-Saharan Africa: poorly-resourced schools; large classes; a curriculum hardly relevant to the daily lives of students; a lack of qualified teachers; and inadequate teacher education programs. Through examining country case studies, this paper discusses the lessons for improvement of SMICT in secondary education in Africa.
eBook
Teacher Collaboration and Talk in Multilingual Classrooms
Inhalt: Introduction -- Theoretical and methodological frameworks -- Policy into practice -- Teachers in multilingual mainstream classrooms: enacting inclusion -- Teachers talking. the discourses of collaborating teachers -- The discursive positionings of teachers in collaboration -- Teacher collaboration in support and withdrawal modes -- Teaching partnerships -- Content based language learning and language based content learning. learning a secondary language in the mainstream -- Bilingual teachers and students in secondary school classrooms. using Turkish for curriculum learning -- Mediating allegations of racism. bilingual EAL teachers in action -- Conclusion.
eBook
Impact/Impasse
Impact/Impasse argues for the value of everyday life in
college classrooms. Quantifiable categories such as high-impact
practice, student engagement, and integrative learning have
captured the imagination of a generation of higher education
researchers, practitioners, administrators, and policymakers. But
they miss those mundane moments, or \"impasses,\" that resist capture
by metrics while nevertheless shaping student outcomes.
Impact/Impasse blends critical theories and ethnographic
research-conducted before and during the COVID-19 pandemic-to argue
that learning happens in ordinary moments. Indeed, in sharing
anecdotes from both in-person and virtual classrooms, the coauthors
show how the so-called new normal is little different from the old
in its neoliberal attachment to data. Impact/Impasse
provides a conceptual and practical foundation for an alternative
approach to valuing impacts on their own terms, in excess of
quantification.
eBook
An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms
The COVID-19 pandemic forced many teachers around the world to make a sudden switch from face-to-face to online teaching. This shift in practice has provided an opportunity to reconsider how technology use in mathematics education can be utilised to improve student engagement. In this study, we explore four case studies of Australian secondary mathematics classrooms conducted prior to the COVID-19 pandemic to examine how teachers are using blended learning approaches and how their students perceive these pedagogical practices. Findings across all four sites indicate that technology use expands student opportunities to engage with mathematics learning through the provision of multiple pathways and methods of access. Specifically, we find evidence supporting the use of blended classroom teaching strategies to provide differentiation and personalised learning approaches; visualisation and dynamic manipulation of mathematics concepts; and alternative methods for teacher-student feedback and communication. We argue that the student learning experience in mathematics can be enhanced through a variety of blended learning approaches by allowing for diverse points of access to learning opportunities which are more closely aligned to individual learning needs and free from the temporal constraints of the classroom.
Journal Article
Questioning the Sustainability of English-Medium Instruction Policy in Science Classrooms: Teachers’ and Students’ Experiences at a Hong Kong Secondary School
Teaching science through English as a medium of instruction (EMI) is a growing phenomenon around the world. In Hong Kong, this was realised on a large scale in 2010, with the implementation of a “fine-tuning” compulsory language policy. This allowed Chinese-medium schools to adopt EMI fully. Yet, despite such rapid and widespread adoption, an adequate understanding of key stakeholders’ experiences in relation to their perceptions of what constitutes effective EMI science education remains scarce. Thus, we question the sustainability of EMI programs that are driven by top-down policy. In this case study, we explore the perspectives and experiences of six EMI science teachers and thirteen of their students as their secondary school transitions from partial to full EMI. From in-depth interviews (complemented by classroom observations), findings reveal that the transition to full EMI has presented challenges that appear to hinder students’ development of scientific knowledge and the language of science in English. This directly counters the primary goal of the fine-tuning policy. Nevertheless, findings also illuminate a number of coping strategies teachers and students use to deal with their changing curricula. Overall, we offer insights into this under-researched context of transitioning EMI programs and provide recommendations for future research and practice.
Journal Article
Learning in the Making: A Comparative Case Study of Three Makerspaces
Through a comparative case study, Sheridan and colleagues explore how makerspaces may function as learning environments. Drawing on field observations, interviews, and analysis of artifacts, videos, and other documents, the authors describe features of three makerspaces and how participants learn and develop through complex design and making practices. They describe how the makerspaces help individuals identify problems, build models, learn and apply skills, revise ideas, and share new knowledge with others. The authors conclude with a discussion of the implications of their findings for this emergent field.
Journal Article