Наукова бібліотека Запорізького державного медичного університету

На головну сторінку сайту

Спрощенний режим

E-бібліотека навчальних матеріалів

Бази даних

Ресурси порталу Springer Link (доступ через IP-адреси ЗДМУ)- результати пошуку

Вид пошуку

Електронний каталог бібліотеки ЗДМФУ

Каталог онлайн курсів на платформі edX

Публікації співробітників ЗДМФУ

Картотека авторефератів дисертацій

Картотека іноземної літератури

Картотека законодавчих документів

Картотека рідкісних видань

Фонд електронних документів

Каталог WEB - ресурсів

Ресурси порталу Springer Link (доступ через IP-адреси ЗДМУ)

Заочно-дистанційне навчання

Полнотекстовая

Зона пошуку

у знайденому

Формат представлення знайдених документів:
повний	інформаційний	короткий

Відсортувати знайдені документи за:
автором	назвою	роком видання	типом документа

Пошуковий запит: <.>S=Science Education.<.>

Загальна кількість знайдених документів : 48
Показані документи с 1 за 20

1-20 21-40 41-48

    Yates, Lyn.
    Knowledge at the Crossroads? [Electronic resource] : physics and History in the Changing World of Schools and Universities / / Lyn. Yates, Woelert, Peter., Millar, Victoria., O'Connor, Kate. ; . - 1st ed. 2017. - [S. l. : s. n.]. - XII, 257 p. - ISBN 9789811020810
    Зміст:

Рубрики: Curriculums (Courses of study).
   Education—Curricula.
   Educational policy.
   Education and state.
   Science education.
   Child development.
   Higher education.
   Curriculum Studies.
   Educational Policy and Politics.
   Science Education.
   Early Childhood Education.
   Higher Education.
Анотація: There is much discussion about what needs to change in education institutions in the 21st century, but less attention given to how core disciplinary studies should be considered within that context. This book is based on a major 4-year research study of history and physics in the changing environment of schools and universities in Australia. Are these forms of knowledge still valuable for students? Are they complementary to, or at odds with the concerns about ‘21st century skills’, interdisciplinary and collaborative research teams, employability and ‘learner-centred’ education? How do those who work in these fields see changes in their disciplines and in their work environment? And what are the similarities and differences between the experiences of teachers and academics in physics and those in history? The book draws on interviews with 115 school teachers and university academics to provide new perspectives on two important issues. Firstly, how, for the purposes of today’s schools and universities, can we adequately understand knowledge and knowledge building over time? Secondly, what has been productive and what has been counter-productive in recent efforts to steer and manage the changes in Australia?
Есть полнотекстовые версии (для доступа требуется авторизация)

Дод.точки доступу:
Woelert, Peter.; Millar, Victoria.; O'Connor, Kate.; Yates, Lyn. \.\
Вільних прим. немає
Знайти схожі

    Visual-spatial Ability in STEM Education [Electronic resource] : transforming Research into Practice / / ed. Khine, Myint Swe. - 1st ed. 2017. - [S. l. : s. n.]. - VI, 263 p. 72 illus. - ISBN 9783319443850
Рубрики: Educational psychology.
   Education—Psychology.
   Mathematics—Study and teaching .
   Science education.
   Educational Psychology.
   Mathematics Education.
   Science Education.
Анотація: Each chapter in this book makes a unique contribution to the body of the literature and enhances the understanding of spatial ability and its influence on learning in the STEM disciplines. It addresses spatial abilities, ways to measure them as well as their impact and how they can affect learning subjects in scientific, technology and engineering domains. The volume deliberately covers a wide range perspectives from cognitive psychology, educational psychology, science, technology, engineering and mathematics, computer science, information technology disciplines to human development. Taking a broad view on the topic, chapters in the book discuss how to define spatial ability and its factors, the measurement of spatial ability and psychometric analyses, and educational strategies to improve spatial skills and their implications for science and technology education. The book thus provides an overview of current thinking about visual-spatial ability, spatial reasoning, and spatial skills.
Есть полнотекстовые версии (для доступа требуется авторизация)

Дод.точки доступу:
Khine, Myint Swe. \ed.\
Вільних прим. немає
Знайти схожі

    Starck, J. Matthias.
    Scientific Peer Review [Electronic resource] : guidelines for Informative Peer Review / / J. Matthias. Starck ; . - 1st ed. 2017. - [S. l. : s. n.]. - IX, 59 p. - ISBN 9783658199159
    Зміст:

Рубрики: Life sciences.
   Science education.
   Employees—Coaching of.
   Life Sciences, general.
   Popular Life Sciences.
   Science Education.
   Coaching.
Анотація: J. Matthias Starck comprehensively guides the reader in this essential through all steps of writing an expert review for a scientific journal. It is built on a succinct analysis how science works, how science is communicated and how science is published. It provides a critical guide how to write good, informative and fair peer reviews. The author presents a critical discussion of different peer review procedures and their alternatives, explains ethical guidelines as well as the dark sides of scientific publishing. So this essential helps the reader to perform better in the existing system and to contribute to its further development and improvement. Contents Essence of Scientific Communication Why Peer Review? Responsibilities of the Reviewer and Ethical Rules in the Reviewing Process Critique and Variations of the Journal Peer Reviewing Process Reviewer Recognition Institutions and Committees/Recommendations in Conflict Target Groups Advanced PhD students and postdocs from biomedical research and natural science fields who received their first peer review requests and now seek advice and guidance Researchers from all fields of science and all degrees of experience who wish to improve and develop their methodological approach to peer review The Author Prof. Dr. J. Matthias Starck is Professor of Zoology, Department Biology II, at the Ludwig Maximilian University of Munich.
Есть полнотекстовые версии (для доступа требуется авторизация)

Дод.точки доступу:
Starck, J. Matthias. \.\
Вільних прим. немає
Знайти схожі

    Slater, Timothy F.
    Research on Teaching Astronomy in the Planetarium [Electronic resource] / Timothy F. Slater, Tatge, Coty B. ; . - 1st ed. 2017. - [S. l. : s. n.]. - VI, 131 p. 28 illus. - ISBN 9783319572024
    Зміст:

Рубрики: Astronomy.
   Astrophysics.
   Science education.
   Astronomy, Astrophysics and Cosmology.
   Science Education.
Анотація: From a noted specialist in astronomy education and outreach, this Brief provides an overview of the most influential discipline-based science education research literature now guiding contemporary astronomy teaching. In recent years, systematic studies of effective and efficient teaching strategies have provided a solid foundation for enhancing college-level students’ learning in astronomy. Teaching astronomy and planetary science at the college-level was once best characterized as professor-centered, information-download lectures. Today, astronomy faculty are striving to drastically improve the learning environment by using innovative teaching approaches. Uniquely, the authors have organized this book around strands of commonly employed astronomy teaching strategies to help readers, professors, and scholars quickly access the most relevant work while, simultaneously, avoiding the highly specialized, technical vocabulary of constructivist educational pedagogies unfamiliar to most astronomy professors. For readers who are currently teaching astronomy at the college level—or those who plan on teaching at the college level in the future—this Brief provides an indispensable guide.
Есть полнотекстовые версии (для доступа требуется авторизация)

Дод.точки доступу:
Tatge, Coty B.; Slater, Timothy F. \.\
Вільних прим. немає
Знайти схожі

    Yu, Han.
    Communicating Genetics [Electronic resource] : visualizations and Representations / / Han. Yu ; . - 1st ed. 2017. - [S. l. : s. n.]. - XI, 271 p. 73 illus. - ISBN 9781137587794
    Зміст:

Рубрики: Technology—Sociological aspects.
   Life sciences.
   Human genetics.
   Science education.
   Science and Technology Studies.
   Life Sciences, general.
   Human Genetics.
   Science Education.
Анотація: This book examines the visual representations used in the popular communication of genetics. Drawing upon public science communication theories, information design theories, and social semiotics, the book offers both in-depth analyses and high-level synthesis of how genetics is visualized for the U.S. public from the early 20th century to the present. Individual chapters focus on six visual genres: photographs, micrographs, illustrations, genetic code images, quantitative graphs, and molecular structure images. Han Yu challenges readers to consider the significance of these images we often take for granted, including their historical contexts, scientific backstories, information richness, stylistic choices, economic motivations, and social implications. In doing so, the book reveals the complex cognitive, affective, and social-cultural factors that both shape and are shaped by these images. The book will be particularly useful to scholars of public science communication and visual communication, practitioners of science communication, and scientists from a range of related life science disciplines. .
Есть полнотекстовые версии (для доступа требуется авторизация)

Дод.точки доступу:
Yu, Han. \.\
Вільних прим. немає
Знайти схожі

    Grazier, Kevin R.
    Hollyweird Science: The Next Generation [Electronic resource] : from Spaceships to Microchips / / Kevin R. Grazier, Cass, Stephen. ; . - 1st ed. 2017. - [S. l. : s. n.]. - XV, 420 p. 142 illus., 126 illus. in color. - ISBN 9783319542157
    Зміст:

Рубрики: Physics.
   Science—Social aspects.
   Science education.
   Performing arts.
   Sociology.
   Popular Science in Physics.
   Societal Aspects of Physics, Outreach and Education.
   Science Education.
   Performing Arts.
   Knowledge - Discourse.
Анотація: Informative, entertaining and upbeat, this book continues Grazier and Cass's exploration of how technology, science, and scientists are portrayed in Hollywood productions. Both big and small-screen productions are featured and their science content illuminated—first by the authors and subsequently by a range of experts from science and the film world. Starring roles in this volume are played by, among other things, computers (human and mechanical), artificial intelligences, robots, and spacecraft. Interviews with writers, producers, and directors of acclaimed science-themed films stand side by side with the perspectives of scientists, science fiction authors, and science advisors. The result is a stimulating and informative reading experience for the layperson and professional scientist or engineer alike. The book begins with a foreword by Zack Stentz, who co-wrote X-Men: First Class and Thor, and is currently a writer/producer on CW’s The Flash.
Есть полнотекстовые версии (для доступа требуется авторизация)

Дод.точки доступу:
Cass, Stephen.; Grazier, Kevin R. \.\
Вільних прим. немає
Знайти схожі

    Learning from Dynamic Visualization [Electronic resource] : innovations in Research and Application / / ed.: Lowe, Richard., Ploetzner, Rolf. - 1st ed. 2017. - [S. l. : s. n.]. - XVII, 386 p. 81 illus. - ISBN 9783319562049
    Зміст:

Introduction -- Section I. Innovations in Representation and Design -- A Composition Approach to Design of Educational Animations, Richard Lowe and Jean-Michel Boucheix -- Learning from Animations: From 2d to 3d? Stephan Schwan and Frank Papenmeier -- Looking Across Instead of Back and Forth: How the Simultaneous, Presentation of Multiple Animation Episodes Facilitates Learning, Rolf Ploetzner and Richard Lowe -- Learning from Static and Dynamic Visualizations: What Kind of Questions Should We Ask? Inga Wagner and Wolfgang Schnotz -- The Role of Craft-Based Knowledge in the Design of Dynamic Visualizations, Jodie Jenkinson -- Designing Instructional Science Visualizations in the Trenches: Where Research Meets Production Reality, Gaël G. McGill -- Section II. Innovations in Assessment -- Dynamic Visuospatial Ability and Learning from Dynamic Visualizations, Christopher A. Sanchez and Jennifer Wiley -- Demonstration Tasks for Assessment, Richard Lowe, Jean-Michel Boucheix and Benjamin Fillisch -- Assessing Science Inquiry and Reasoning Using Dynamic Visualizations and Interactive Simulations, Jodi Davenport and Edys Quellmalz -- Design of Effective Dynamic Visualizations — A Struggle between the Beauty and the Beast? -- Commentary on Sections I and II, Katharina Scheiter -- Section III. Innovations in Scaffolding -- Attention Guidance Strategies for Supporting Learning from Dynamic Visualizations, Björn De Koning and Halska Jarodzka -- Learning Three-Dimensional Anatomical Structures with Animation: Effects of Orientation References and Learners' Spatial Ability, Sandra Berney and Mireille Bétrancourt -- Section IV. Innovations in Learner Engagement -- Self-Generated Drawing: A Help or Hindrance to Learning from Animation? Richard Lowe and Lucia Mason -- Drawing for Promoting Learning and Engagement with Dynamic Visualizations, Mike Stieff -- Strategies for Learning from Animation With and Without Narration, Rolf Ploetzner and Bianka Breyer -- Guiding Cognitive Processing During Learning with Animations - Commentary on Sections III and IV, Richard E. Mayer -- About the Editors -- About the Contributors -- Index.

Рубрики: Learning.
   Instruction.
   Educational psychology.
   Education—Psychology.
   Science education.
   Learning & Instruction.
   Educational Psychology.
   Science Education.
Анотація: This volume tackles issues arising from today’s high reliance on learning from visualizations in general and dynamic visualizations in particular at all levels of education. It reflects recent changes in educational practice through which text no longer occupies its traditionally dominant role as the prime means of presenting to-be-learned information to learners. Specifically, the book targets the dynamic visual components of multimedia educational resources and singles out how they can influence learning in their own right. It aims to help bridge the increasing gap between pervasive adoption of dynamic visualizations in educational practice and our limited understanding of the role that these representations can play in learning. The volume has recruited international leaders in the field to provide diverse perspectives on the dynamic visualizations and learning. It is the first comprehensive book on the topic that brings together contributions from both renowned researchers and expert practitioners. Rather than aiming to present a broad general overview of the field, it focuses on innovative work that is at the cutting edge. As well as further developing and complementing existing approaches, the contributions emphasize fresh ideas that may challenge existing orthodoxies and point towards future directions for the field. They seek to stimulate further new developments in the design and use of dynamic visualizations for learning as well as the rigorous, systematic investigation of their educational effectiveness.the volume
Есть полнотекстовые версии (для доступа требуется авторизация)

Дод.точки доступу:
Lowe, Richard. \ed.\; Ploetzner, Rolf. \ed.\
Вільних прим. немає
Знайти схожі

    Research on e-Learning and ICT in Education [Electronic resource] : technological, Pedagogical and Instructional Perspectives / / ed.: Anastasiades, Panagiotes., Zaranis, Nicholas. - 1st ed. 2017. - [S. l. : s. n.]. - XXIII, 301 p. 58 illus., 46 illus. in color. - ISBN 9783319341279
    Зміст:

Part I. ICT in Education -- An Instructional-Learning Model Applying Problem-Based Learning Enabled by ICTs -- ICT and Collaborative Creativity in Modern School towards Knowledge Society -- Contextualized Educators’ Training: The Case of Digital Storytelling -- Part II. ICT in Preschool and Primary Education -- Investigating Young Children’s Engagement with Computer use as a School Activity: A Pilot Study -- Using a Research Based Learning Environment’s Appropriation, as the Context for a Professional Development Intervention in ICT Integration in the Classroom -- Part III: ICT in Secondary Education -- Evaluating the use of Laptop Computers in Secondary Education in Greece: Findings from a National Survey of Teachers -- Producing Educational Videos: A Field-Based Implementation with PBL Methodology -- Fostering Students’ Understanding with Web-Based Simulations in an Inquiry Continuum Framework -- Part IV. E-learning in Higher Education -- How Personalization may Benefit the Learning Design Process with LAMS -- The Design, Implementation, and Evaluation of a Two-Layer Peer-Assessment Scheme in an Undergraduate Course Wiki: Findings from a Case Study -- Gamification & Game Mechanics Based E-learning: A Moodle Implementation and Its Effect on User Engagement -- Part V. E-learning for Educators -- Investigating the Role of Structure in on-line Teachers' Communities of Learning -- Online Learning and Self-Regulation: Balancing Between Personal and Social Dimensions -- Development of a Blended Learning Program and Its Pilot Implementation for Professional Development of Science Teachers -- Part VI. Teachers’ Views Towards ICT -- Factors Affecting Greek Kindergarten Teachers to Support or Oppose ICT in Education -- Differences in Attitudes Towards ICT in Education Between Freshmen and Senior Students of Department of Primary Education in Greece -- Teachers’ Views of Technological Pedagogical Content Knowledge: The Case of Compulsory Education Science In-Service Teachers -- Part VII. ICT for Specialized Uses -- The Use of Information and Communication Technologies for Inclusive Education in Greece -- Dyslexia in Primary School: A New Platform for Identifying Reading Errors and Improving Reading Skills -- Part VIII. European Education Policy and ICT -- Parallel Association Between the European Educational Policy on Lifelong Education and the Introduction to Information Society (1995 – 2010) -- Teachers’ Professional Development in the Theme of Competence Based Learning - Impact & Lessons Learnt.

Рубрики: Educational technology.
   Learning.
   Instruction.
   Science education.
   Educational Technology.
   Learning & Instruction.
   Science Education.
Анотація: This book is an essential text for researchers and academics seeking the most comprehensive and up-to-date coverage of all aspects of e-learning and ICT in education. It provides expanded peer-reviewed content from research presented at the 9th Panhellenic Conference on ICT in Education. It focuses on providing original research on the most cutting edge e-Learning technologies, including CSCL, ICT based learning, ICT and instructional design, serious games and game design, virtual learning environments, robotics in education, ubiquitous learning, distance learning, digital literacies, learning analytics, social media in education and e-assessment. .
Есть полнотекстовые версии (для доступа требуется авторизация)

Дод.точки доступу:
Anastasiades, Panagiotes. \ed.\; Zaranis, Nicholas. \ed.\
Вільних прим. немає
Знайти схожі

    Schulte, Theresa.
    Desirable Science Education [Electronic resource] : findings from a Curricular Delphi Study on Scientific Literacy in Germany / / Theresa. Schulte ; . - 1st ed. 2017. - [S. l. : s. n.]. - XXI, 273 p. 26 illus. - ISBN 9783658182540
    Зміст:

Рубрики: Science education.
   Literacy.
   Science Education.
   Literacy.
Анотація: As part of an international curricular Delphi study, Theresa Schulte realizes an empirically based approach to a contemporary understanding of scientific literacy from the perspective of different stakeholders in Germany. The analyses show in which areas changes are necessary so that science education can better fulfill its claim to contribute to students’ general education and literacy. Contents Science in the Context of General Education Curricular Processes in Science Education Design of the Curricular Delphi Study on Science Education Instruments of Data Collection and Methods of Data Analysis Results of the Different Rounds Comparison to Findings in Other (European) Countries Target Groups Researchers and students in the fields of chemistry education and science education Teachers of natural sciences, especially chemistry The Author Dr. Theresa Schulte holds a doctoral degree from the Department of Chemistry Education of Freie Universität Berlin, Germany. She cooperated in an EU project to promote scientific literacy in Europe and is currently a chemistry and English teacher at a secondary school.
Есть полнотекстовые версии (для доступа требуется авторизация)

Дод.точки доступу:
Schulte, Theresa. \.\
Вільних прим. немає
Знайти схожі

10.

    Contemporary Research in Technology Education [Electronic resource] : helping Teachers Develop Research-informed Practice / / ed.: Williams, P John., Barlex, David. - 1st ed. 2017. - [S. l. : s. n.]. - VIII, 205 p. 62 illus. - ISBN 9789811028199
    Зміст:

Рубрики: Science education.
   International education .
   Comparative education.
   Technical education.
   Science Education.
   International and Comparative Education.
   Engineering/Technology Education.
Анотація: This book provides an overview of contemporary postgraduate research in Technology Education, bringing recent research on technology education to the attention of teachers so that they can use the findings to inform their practice, while also informing the education research community about studies being carried out in the field of Technology Education. The book brings together significant international research on Technology Education by focusing on contemporary PhD theses. While the conceptual underpinnings of each research project are explained, the focus is on elaborating the findings in ways that are relevant for practitioners. The book features contributions from doctoral students who completed their research in 2013. Each chapter employs a similar structure, with a focus on what the research means for classroom teachers. The book offers a valuable resource for researchers, teachers and potential researchers, with suggestions for further study. Each chapter also includes references to the digital edition of the respective full thesis, allowing readers to consult the research in detail if necessary.
Есть полнотекстовые версии (для доступа требуется авторизация)

Дод.точки доступу:
Williams, P John. \ed.\; Barlex, David. \ed.\
Вільних прим. немає
Знайти схожі

11.

    Reorienting Educational Efforts for Sustainable Development [Electronic resource] : experiences from South Asia / / ed.: Gorana, Rajeswari Namagiri., Kanaujia, Preeti Rawat. - 1st ed. 2017. - [S. l. : s. n.]. - XXXII, 205 p. 1 illus. in color. - ISBN 9789401776226
    Зміст:

Рубрики: Human geography.
   Science education.
   Sustainable development.
   Human Geography.
   Science Education.
   Sustainable Development.
Анотація: Education in South Asia has a renewed agenda which can enable societies to leapfrog development that is sustainable such that the individual is prepared for his/her involvement, responsibility and commitment to local and global discussions of our common future. This book on South Asia will focus on initiatives under the Education for Sustainable Development (ESD) umbrella and discuss the challenges, opportunities, issues and strategies in the countries of the region. It presents these initiatives of Environmental Education/ESD vis-à-vis the administrative, economic, social, cultural and ecological realities of each country at various levels of policy, planning, implementation and evaluation. The discussions in this book extend beyond formal education systems like schools, higher education, pre-service and in-service teacher preparation to community education and education initiatives conceptualized with the goal of sustainability. All initiatives will demonstrate how each country in its own pace contributing to move ESD from the periphery to the core of education initiatives.
Есть полнотекстовые версии (для доступа требуется авторизация)

Дод.точки доступу:
Gorana, Rajeswari Namagiri. \ed.\; Kanaujia, Preeti Rawat. \ed.\
Вільних прим. немає
Знайти схожі

12.

    Informatics in Schools: Focus on Learning Programming [Electronic resource] : 10th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2017, Helsinki, Finland, November 13-15, 2017, Proceedings / / ed.: Dagienė, Valentina., Hellas, Arto. - 1st ed. 2017. - [S. l. : s. n.]. - XI, 245 p. 69 illus. - ISBN 9783319714837
Рубрики: Education—Data processing.
   Science education.
   Application software.
   Computers and civilization.
   Personal computers.
   Learning.
   Instruction.
   Computers and Education.
   Science Education.
   Computer Appl. in Social and Behavioral Sciences.
   Computers and Society.
   Personal Computing.
   Learning & Instruction.
Анотація: This book constitutes the refereed proceedings of the 10th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2017, held in Helsinki, Finland, in November 2017. The 18 full papers presented together with 1 invited talk were carefully reviewed and selected from 41 submissions. ISSEP presents this year a broad range of themes ranging from making informatics accessible to visually impaired students and computational thinking to context- and country specific challenges as well as teacher development and training.
Есть полнотекстовые версии (для доступа требуется авторизация)

Дод.точки доступу:
Dagienė, Valentina. \ed.\; Hellas, Arto. \ed.\
Вільних прим. немає
Знайти схожі

13.

    Abdulwahed, Mahmoud.
    Engineering and Technology Talent for Innovation and Knowledge-Based Economies [Electronic resource] : competencies, Leadership, and a Roadmap for Implementation / / Mahmoud. Abdulwahed, Hasna, Mazen O. ; . - 1st ed. 2017. - [S. l. : s. n.]. - XVIII, 225 p. 37 illus. in color. - ISBN 9783319464398
    Зміст:

Рубрики: Engineering—Vocational guidance.
   Science education.
   Learning.
   Instruction.
   Management.
   Industrial management.
   Job Careers in Science and Engineering.
   Science Education.
   Learning & Instruction.
   Innovation/Technology Management.
Анотація: This book introduces and analyzes the models for engineering leadership and competency skills, as well as frameworks for industry-academia collaboration and is appropriate for students, researchers, and professionals interested in continuous professional development. The authors look at the organizational structures of engineering education in knowledge-based economies and examine the role of innovation and how it is encouraged in schools. It also provides a methodological framework and toolkit for investigating the needs of engineering and technology skills in national contexts. A detailed empirical case study is included that examines the leadership competencies that are needed in knowledge-based economies and how one university encourages these in their program. The book concludes with conceptual modeling and proposals of specific organizational structures for implementation in engineering schools, in order to enable the development of necessary skills for future engineering graduates.
Есть полнотекстовые версии (для доступа требуется авторизация)

Дод.точки доступу:
Hasna, Mazen O.; Abdulwahed, Mahmoud. \.\
Вільних прим. немає
Знайти схожі

14.

    Belland, Brian R.
    Instructional Scaffolding in STEM Education [Electronic resource] : strategies and Efficacy Evidence / / Brian R. Belland ; . - 1st ed. 2017. - [S. l. : s. n.]. - XI, 144 p. 10 illus. - ISBN 9783319025650
    Зміст:

Рубрики: Science education.
   Mathematics—Study and teaching .
   Educational technology.
   Science Education.
   Mathematics Education.
   Educational Technology.
Анотація: This book uses meta-analysis to synthesize research on scaffolding and scaffolding-related interventions in STEM (science, technology, engineering, and mathematics) education. Specifically, the volume examines the extent to which study quality, assessment type, and scaffolding characteristics (strategy, intended outcome, fading schedule, scaffolding intervention, and paired intervention) influence cognitive student outcomes. It includes detailed descriptions of the theoretical foundations of scaffolding, scaffolding strategies that have been proposed to meet different intended learning outcomes in STEM, and associated efficacy information. Furthermore, the book describes assessment strategies and study designs which can be used to evaluate the influence of scaffolding, and suggests new fields in which scaffolding strategies that have proven efficacious may be used.
Есть полнотекстовые версии (для доступа требуется авторизация)

Дод.точки доступу:
Belland, Brian R. \.\
Вільних прим. немає
Знайти схожі

15.

    Lee, Yew-Jin.
    East-Asian Primary Science Curricula [Electronic resource] : an Overview Using Revised Bloom's Taxonomy / / Yew-Jin. Lee, Kim, Mijung. [et al.] ; . - 1st ed. 2017. - [S. l. : s. n.]. - XIII, 81 p. 2 illus. - ISBN 9789811026904
    Зміст:

Рубрики: Science education.
   Curriculums (Courses of study).
   Education—Curricula.
   Learning.
   Instruction.
   Science Education.
   Curriculum Studies.
   Learning & Instruction.
Анотація: This book describes a comparative study of the primary science learning objectives (from the cognitive domain) in the curriculum of six high-achieving East Asian states — mainland China, Hong Kong, Taiwan, Korea, Japan and Singapore. Specifically, the authors use one of the most widely accepted and useful tools in curriculum research — revised Bloom’s Taxonomy. This is the first time that such findings from all six states have been published in one place and the results are valuable for policymakers, educators and researchers around the globe. Our new English translations of the primary science learning objectives in China, Taiwan and Korea will also greatly facilitate future analyses of these curricula.
Есть полнотекстовые версии (для доступа требуется авторизация)

Дод.точки доступу:
Kim, Mijung.; Jin, Qingna.; Yoon, Hye-Gyoung.; Matsubara, Kenji.; Lee, Yew-Jin. \.\
Вільних прим. немає
Знайти схожі

16.

    Chinese Science Education in the 21st Century: Policy, Practice, and Research [Electronic resource] : 21 世纪中国科学教育：政策、实践与研究 / / ed.: Liang, Ling L., Liu, Xiufeng., Fulmer, Gavin W. - 1st ed. 2017. - [S. l. : s. n.]. - XXXI, 448 p. 62 illus., 44 illus. in color. - ISBN 9789401798648
    Зміст:

ACKNOWLEDGMENTS -- SERIES FOREWORD, Dana Zeidler -- PREFACE -- INTRODUCTION: CHINESE SCIENCE EDUCATION IN A GLOBAL CONTEXT -- PART I. SCIENCE EDUCATION REFORM POLICIES -- Editor’s Introduction: Part I -- Chapter 1. Status of Chinese Science Education Reforms: Policies and Development Framework, Hongshia Zhang & Dongshen Wan -- PART II. SCIENCE CURRICULUM AND INSTRUCTION -- Editor’s Introduction: Part II -- Chapter 2. An Overview of Early Childhood Science Education in China, Xiaoyi Gao & Baohui Zhang -- Chapter 3. Elementary Science Education Reform in Guangzhou: Expectations and Changes, Lingbiao Gao, Cuidian Feng, Maorong Zhan, & Xueping Zheng -- Chapter 4. Science Teaching Practices in Junior Secondary Schools, Hongjia Ma, Gavin W. Fulmer & Ling L. Liang -- Chapter 5. Science Curriculum and implementation in Senior Secondary School, Xiao Huang, Lin Ding & Bingyuan Hu -- Chapter 6. Examining the Senior Secondary School Chemistry Curriculum in China in View of Scientific Literacy, Bing Wei & Bo Chen -- PART III. SOCIO-CULTURAL ASPECTS IN SCIENCE EDUCATION -- Editor’s Introduction: Part III -- Chapter 7: Challenges and Opportunities for Environmental Education Towards Education for Sustainable Development in Chinese Communities, Irene Nga-yee Cheng & Winnie Wing-mui So -- Chapter 8. Hong Kong Students' Decision Making about Ecological and Health Issues, Y. C. Lee -- PART IV. ASSESSMENT -- Editor’s Introduction: Part IV -- Chapter 9. Assessing Science Learning in Schools: Current Policy and Practices, Cuidian Feng & Lingbiao Gao -- Chapter 10. Alignment between the National Science Curriculum Standards and Standardized Exams at Secondary School Gateways, Xian Chen, Min Y. Jiang, Li Cai, Ling L. Liang, Jin Du, Yan Zhou -- Chapter 11. Relationship between Science Teachers’ Conceptions of Assessment of Students’ Academic Performance and Their Instructional Approaches, Weining Wu -- PART V. SCIENCE LEARNING IN INFORMAL SETTINGS -- Editor’s Introduction: Part V -- Chapter 12. An Examination of National Policy on Youth Science Learning in Informal Education Settings and Its Implementation in China, Huiliang Zhang & Shunke Shi -- Chapter 13. An Overview of Research on Informal Science Learning among China’s Youth, Fujun Ren & Jingying Wang -- Chapter 14. Effects of Media on Science Learning of Chinese Youths: A Synthesis of Literature and a Case Study, Ling Chen, Yan Yan & Jie Yuan -- Chapter 15. A Case Study of a Science Teacher in a Science Club Teaching Scientific Inquiry, Xiu-Ju Li -- Chapter 16. Students’ Views of Science Learning During Visits to Science Museums: A Case Study, Lihui Wang -- PART VI. SCIENCE TEACHER EDUCATION -- Editor’s Introduction: Part VI -- Chapter 17. An Overview of Professional Preparation for Pre-Service and In-Service Science Teachers, Cheng Liu & Enshan Liu -- Chapter 18. Enhancing Science Teacher Professional Development: Lessons from a Study of Misconceptions of Junior Secondary Biology Teachers, Enshan Liu & Mingyu Li -- Chapter 19. Video Case Instruction: A New Approach to Instructional Design and Practice for Pre-Service Chemistry Teachers, Zhen Lu & Lyna Kwan -- EPILOGUE.

Рубрики: Science education.
   Learning.
   Instruction.
   Science Education.
   Learning & Instruction.
Анотація: This book provides an overview of science education policies, research and practices in mainland China, with specific examples of the most recent developments in these areas. It presents an insiders’ report on the status of Chinese science education written primarily by native speakers with first-hand experiences inside the country. In addition, the book features multiple sectional commentaries by experts in the field that further connect these stories to the existing science education literature outside of China. This book informs the international community about the current status of Chinese science education reforms. It helps readers understand one of the largest science education systems in the world, which includes, according to the Programme for International Student Assessment, the best-performing economy in the world in science, math and reading: Shanghai, China. Readers gain insight into how science education in the rest of China compares to that in Shanghai; the ways Chinese science educators, teachers and students achieve what has been accomplished; what Chinese students and teachers actually do inside their classrooms; what educational policies have been helpful in promoting student learning; what lessons can be shared within the international science education community; and much more. This book appeals to science education researchers, comparative education researchers, science educators, graduate students, state science education leaders and officers in the international communities. It also helps Chinese students and faculty of science education discover effective ways to share their science education stories with the rest of the world. .
Есть полнотекстовые версии (для доступа требуется авторизация)

Дод.точки доступу:
Liang, Ling L. \ed.\; Liu, Xiufeng. \ed.\; Fulmer, Gavin W. \ed.\
Вільних прим. немає
Знайти схожі

17.

    Education, Space and Urban Planning [Electronic resource] : education as a Component of the City / / ed.: Million, Angela., Heinrich, Anna Juliane., Coelen, Thomas. - 1st ed. 2017. - [S. l. : s. n.]. - XVIII, 347 p. 69 illus. - ISBN 9783319389998
    Зміст:

Рубрики: Human geography.
   Urban geography.
   Science education.
   Human Geography.
   Urban Geography / Urbanism (inc. megacities, cities, towns).
   Science Education.
Анотація: This book examines a range of practical developments that are happening in education as conducted in urban settings across different scales. It contains insights that draw upon the fields of urban planning/urbanism, geography, architecture, education and pedagogy. It brings together current thinking and practical experience from German and international perspectives. This discussion is organised in four segments: schools and the neighbourhood; education and the neighbourhood; education and the city and finally, education and the region. Contributors cover a wide range of contemporary and significant socio-political aspects of education over the last decade. They reinforce emergent thinking that space and its urban context are important dimensions of education. This book also underscores the need for more research in the relationships between education and urban development itself. Current urban planning does not fully connect our understanding in education with what we know in the spatial and planning sciences. Accordingly, this release is an early attempt to bring together a growing body of integrated and interdisciplinary reflection on education theory and practice.
Есть полнотекстовые версии (для доступа требуется авторизация)

Дод.точки доступу:
Million, Angela. \ed.\; Heinrich, Anna Juliane. \ed.\; Coelen, Thomas. \ed.\
Вільних прим. немає
Знайти схожі

18.

    Preparing Informal Science Educators [Electronic resource] : perspectives from Science Communication and Education / / ed. Patrick, Patricia G. - 1st ed. 2017. - [S. l. : s. n.]. - XXXIV, 600 p. 53 illus. - ISBN 9783319503981
    Зміст:

Foreword, Lynn Dierking -- Introduction, Patricia G. Patrick -- About the Editor -- About the Contributors -- Defining ISE -- 1. Formerly ISE: Preparation for Continual Science Learning, Phyllis Katz -- Professional Development -- 2. Informal Science Educators and the Nine Dimensions of Reflective Practice, Patricia G. Patrick -- 3. Facilitating Deep Conceptual Learning: The Role of Reflection and Learning Communities, Heather King and Lynn Tran -- 4. From Acquisition to Inquiry: Supporting Informal Educators through Iterative Implementation of Practice, Lauren B. Allen and Kevin Crowley -- 5. Museum Science Teaching: Museum Educators’ Personal Epistemologies and Created Learning Experiences, Jung-Hua Yeh -- 6. Informal Science Educator Identity Construction, Brad McLain -- Designing Programs -- 7. There is no “Off Button” to Explaining: Theorizing identity development in youth who work as floor facilitators, Preeti Gupta and Jennifer Correa -- 8. Integrating Mobile Computers into Informal Science Education, Heather Toomey Zimmerman and Susan M. Land -- 9. Designing Informal Astronomy Education Toward Participatory Learning Environments, Mi Song Kim -- 10. Developing Effective Pedagogical Approaches in Science Outreach Programs for Young Children, Christine Howitt, Elaine Blake & Léonie Rennie -- 11. Gender Differences Reflected in Conversations at Exhibits, Sue Dale Tunnicliffe -- 12. The Challenges of ‘Measuring Long-term Impacts of a Science Center on its Community’: A Methodological Review, Eric Jensen and Thomas Lister -- 13. Utilizing indicator-based methods: 'Measuring the impact of a science center on its community', John H. Falk and Mark D. Needham -- Bridging the Gap Between Formal and Informal Educators -- 14. Visualising Social Network Structures in the Training of Professional Learning Communities of Educators in Informal and Formal Settings, Jakob Egg, Suzanne Kapelari & Justin Dillon -- 15. Professional Development: Targeted On-the-Job Trainings, Chance Sanford and Victoria Sokol -- 16. Multiple Approaches to Using Informal Science Education Contexts to Prepare Informal and Formal Science Educators, Emily Hestness, Kelly Riedinger, and J. Randy McGinnis -- 17. Extending Classrooms into Parks Through Informal Science Learning and Place-Based Education, Jennifer Adams and Brett Branco -- 18. Preparing Informal Science Educators in a Formal Science Teacher Education Program: An Oxymoron? Catherine E. Matthews, Susannah Thompson, and Sadie Camfield Payne -- 19. A Comparative Look at Informal Science Education & Environmental Education in Bengkulu Province, Indonesia & North Carolina, USA, Aceng Ruyani and Catherine E. Matthews -- 20. Explorers of Nature in Natural History Museums – An Approach to Integrating Children with Refugee or Migration Status, Alexandra Moormann -- Science Communication -- 21. Preparing Scientists to be Science Communicators, Ayelet Baram-Tsabari and Bruce V. Lewenstein -- 22. ‘User-Generated’ Educators: The New Frontier or a Far-Fetched Dream? Maria Xanthuoudaki and Enrico Miotto -- 23. Teaching the Theory of Evolution in Informal Settings to Those Who Are Uncomfortable with It, Michael J. Reiss -- 24. Addressing Nature of Scientific Knowledge in the Preparation of Informal Educators, Judith S. Lederman and Gary M. Holliday -- 25. The Attributes of Informal Science Education: A Science Communication Perspective, Susan M. Stocklmayer and Léonie J. Rennie -- 26. Sense of Conservation: When is a Black Rat Snake (Elaphe obsolete) Really Just a Snake? Patricia G. Patrick -- 27. Opening Up the Dialogic Space. Using Questions to Facilitate Deeper Informal Learning, Martin Braund and Anthony Lelliott -- Concluding Chapter, Joy Kubarek.

Рубрики: Science education.
   Teaching.
   Learning.
   Instruction.
   Science Education.
   Teaching and Teacher Education.
   Learning & Instruction.
Анотація: This book provides a diverse look at various aspects of preparing informal science educators. Much has been published about the importance of preparing formal classroom educators, but little has been written about the importance, need, and best practices for training professionals who teach in aquariums, camps, parks, museums, etc. The reader will find that as a collective the chapters of the book are well-related and paint a clear picture that there are varying ways to approach informal educator preparation, but all are important. The volume is divided into five topics: Defining Informal Science Education, Professional Development, Designing Programs, Zone of Reflexivity: The Space Between Formal and Informal Educators, and Public Communication. The authors have written chapters for practitioners, researchers and those who are interested in assessment and evaluation, formal and informal educator preparation, gender equity, place-based education, professional development, program design, reflective practice, and science communication. Readers will draw meaning and usefulness from the array of professional perspectives and be stimulated to begin a quest to scaffold programs and professional development around the frameworks described in this book. .
Есть полнотекстовые версии (для доступа требуется авторизация)

Дод.точки доступу:
Patrick, Patricia G. \ed.\
Вільних прим. немає
Знайти схожі

19.

    Philosophy and Engineering [Electronic resource] : exploring Boundaries, Expanding Connections / / ed.: Michelfelder, Diane P., Newberry, Byron., Zhu, Qin. - 1st ed. 2017. - [S. l. : s. n.]. - VIII, 270 p. 21 illus., 10 illus. in color. - ISBN 9783319451930
    Зміст:

Chapter 1. Introduction; Diane Michelfelder, Byron Newberry, Qin Zhu -- Chapter 2. Is Technology a Science? Recent Developments in German Philosophy of Technology and Engineering; Klaus Kornwachs -- Chapter 3. Pragmatism and Engineering (note: this will be a commentary by William Bulleit on Chapter 2) -- Chapter 4. Evidence in Engineering; Eric Kerr -- Chapter 5. The Role of Engineering in Undermining the Perennial Philosophy; Joe Pitt -- Chapter 6. On the Interpretation of Engineering Safety Issues; Dazhou Wang -- Chapter 7. The Limits of Logic Based Safety of Social Robots; Martin Bentzen -- Chapter 8. Why Installation Failures Can’t be Predicted; Peiqiong Wang -- Chapter 9. Students’ Perceptions of Ethics in a Project Based Team Context; Qin Zhu et.al. -- Chapter 10. Ethical and Social Issues of 3-D Printing; Rich Wilson -- Chapter 11. An Historical Perspective on the Epistemology of Break-Through Innovations; Bruce Vojak -- Chapter 12. Interdisciplinarity, Incommensurability, and Engineering in Policy-Making; Natasha McCarthy -- Chapter 13. Democracy, Engineering, and Management: Strategies for Policy Engagement with Federal Agencies; Zach Pirtle -- Chapter 14. Rethinking the Responsibilities of Engineers as Accountability; Deborah Johnson -- Chapter 15. Engineers and the Evolution of Society; Erik Aslaksen -- Chapter 16. The Role of Engineers in Open Innovation--Towards a New Understanding of Engineering as a Topical Science; Albrecht Fritzsche -- Chapter 17. In Praise of Emotion in Engineering; Michael Davis -- Chapter 18. Empathy and Ethical Reasoning in Engineering Ethics Education; Justin Hess et.al -- Chapter 19. The Development of New Engineers’ Epistemologies; Devlin Montfort et. al -- Chapter 20. Ethical Presentations of Data: Tufte and the Morton-Thiokol Engineers; Wade Robison -- Chapter 21. 3-Dimensional Printing of Biological Materials and Possible Ethical Implications; Ken Foster and Rich Wilson -- Chapter 22. The Rationality of Ethical Codes in Engineering (the Case of Dam Construction in China); Zhihui Zhang -- Chapter 23. Pascal’s Wager--Decision Making and Risk Management; William Grimson -- Chapter 24. It’s All About ‘Languaging’; Rick Evans.

Рубрики: Philosophy.
   Science education.
   Engineering design.
   Philosophy of Technology.
   Science Education.
   Engineering Design.
Анотація: This volume, the result of an ongoing bridge building effort among engineers and humanists, addresses a variety of philosophical, ethical, and policy issues emanating from engineering and technology. Interwoven through its chapters are two themes, often held in tension with one another: “Exploring Boundaries” and “Expanding Connections.” “Expanding Connections” highlights contributions that look to philosophy for insight into some of the challenges engineers face in working with policy makers, lay designers, and other members of the public. It also speaks to reflections included in this volume on the connections between fact and value, reason and emotion, engineering practice and the social good, and, of course, between engineering and philosophy. “Exploring Boundaries” highlights contributions that focus on some type of demarcation. Public policy sets a boundary between what is regulated from what is not, academic disciplines delimit themselves by their subjects and methods of inquiry, and professions approach problems with unique goals and by using concepts and language in particular ways that create potential obstacles to collaboration with other fields. These and other forms of boundary setting are also addressed in this volume. Contributors explore these two themes in a variety of specific contexts, including engineering epistemology, engineers’ social responsibilities, engineering and public policy-making, engineering innovation, and the affective dimensions of engineering work. The book also includes analyses of social and ethical issues with emerging technologies such as 3-D printing and its use in medical applications, as well as social robots. Initial versions of the invited papers included in this book were first presented at the 2014 meeting of the Forum on Philosophy, Engineering, and Technology (fPET), held at Virginia Tech in Blacksburg, Virginia, USA. The volume furthers fPET’s intent of extending and developing the philosophy of engineering as an academic field, and encouraging conversation, promoting a sense of shared enterprise, and building community among philosophers and engineers across a diversity of cultural backgrounds and approaches to inquiry.
Есть полнотекстовые версии (для доступа требуется авторизация)

Дод.точки доступу:
Michelfelder, Diane P. \ed.\; Newberry, Byron. \ed.\; Zhu, Qin. \ed.\
Вільних прим. немає
Знайти схожі

20.

    Overcoming Students' Misconceptions in Science [Electronic resource] : strategies and Perspectives from Malaysia / / ed.: Karpudewan, Mageswary., Md Zain, Ahmad Nurulazam., Chandrasegaran, A.L. - 1st ed. 2017. - [S. l. : s. n.]. - XVI, 344 p. 52 illus. - ISBN 9789811034374
    Зміст:

Chapter 1 Misconceptions in science education: An overview -- Part I: Misconceptions identified during teaching and learning of primary science and strategies used to address the identified misconceptions -- Chapter 2 Utilizing concept cartoons to diagnose and remediate misconceptions related to photosynthesis among primary school students -- Chapter 3 Facilitating primary school students' understanding of water cycle through guided inquiry-based learning -- Chapter 4 A study on addressing students' misconceptions about condensation using the Predict-Discuss-Explain-Observe-Discuss-Explain (PDEODE) strategy -- Chapter 5 Inquiry-discovery teaching approach as a means to remediate primary students' misconceptions about the phases of the moon -- Part II: Misconceptions about Chemistry concepts and strategies to address the identified misconceptions -- Chapter 6 Misconceptions in electrochemistry: How do pedagogical agents help? -- Chapter 7 The effectiveness of Computer-Assisted Instruction (CAI) in promoting pre-university students' understanding of chemical bonding and remediating their misconceptions -- Chapter 8 Green chemistry-based Dual-Situated Learning Model: An approach that reduces students' misconceptions on acids and bases -- Chapter 9 The effectiveness of Physical Education Technology (PhET) interactive simulations in enhancing matriculation students' understanding of chemical equilibrium and remediating their misconceptions -- Part III: Misconceptions about Physics concepts and strategies to address the identified misconceptions -- Chapter 10 The integration of fund of knowledge in the hybridization cognitive strategy to enhance secondary students' understanding of physics optical concepts and remediating their misconceptions -- Chapter 11 Fostering understanding and reducing misconceptions about image formation by a plane mirror using constructivist-based hands-on activities -- Chapter 12 Addressing secondary school students' misconceptions about simple current circuits using the learning cycle approach -- Chapter 13 The use of the Process Oriented Guided-Inquiry Learning (POGIL) approach to address Form One students' misconceptions about weight and mass -- Part IV: Misconceptions relevant to Biology concepts and strategies to address the identified misconceptions -- Chapter 14 Improving understanding and reducing matriculation students' misconceptions in immunity using the flipped classroom -- Chapter 15 Improving understanding and reducing secondary school students' misconceptions on cell division using animation-based instruction -- Chapter 16 Comparison between realistic and non-realistic simulations in reducing secondary school students' misconceptions on mitosis and meiosis processes -- Chapter 17 Climate change activities: A possible means to promote understanding and reduce misconceptions about acid rain, global warming, greenhouse effect and ozone layer depletion among secondary school students.

Рубрики: Science education.
Science Education.
Анотація: This book discusses the importance of identifying and addressing misconceptions for the successful teaching and learning of science across all levels of science education from elementary school to high school. It suggests teaching approaches based on research data to address students’ common misconceptions. Detailed descriptions of how these instructional approaches can be incorporated into teaching and learning science are also included. The science education literature extensively documents the findings of studies about students’ misconceptions or alternative conceptions about various science concepts. Furthermore, some of the studies involve systematic approaches to not only creating but also implementing instructional programs to reduce the incidence of these misconceptions among high school science students. These studies, however, are largely unavailable to classroom practitioners, partly because they are usually found in various science education journals that teachers have no time to refer to or are not readily available to them. In response, this book offers an essential and easily accessible guide.
Есть полнотекстовые версии (для доступа требуется авторизация)

Дод.точки доступу:
Karpudewan, Mageswary. \ed.\; Md Zain, Ahmad Nurulazam. \ed.\; Chandrasegaran, A.L. \ed.\
Вільних прим. немає
Знайти схожі

1-20 21-40 41-48

Статистика за 13.07.2024
Кількість запитів	149
Кількість відвідувачів	1

© Международная Ассоциация пользователей и разработчиков электронных библиотек и новых информационных технологий
(Ассоциация ЭБНИТ)