Science Teaching and a New Teacher Culture

图书简介

** USP and Descriptive text needs to be approved by book editorThis edited volume discusses various epistemological positions about science teaching and the complex processes of understanding and learning in the classroom. Discussions are included around Natural Sciences teacher training models and the development of logics of reflection on practice based on critical and dialogic interpretative visions that guide higher level competency learning. It brings together contributions from researchers who promote a coherent and robust methodological analysis, theoretically based on the systematization of evidence in different contexts in Europe and Latin America.This volume supports innovation in teacher training and science teaching with specific contributions and suggestions for classroom work in the subjects of Physics, Chemistry and Biology. It includes didactic guidelines for experimental practices, for the evaluation of scientific learning, as well as for the use of epistemology and the history of science in teaching.This book is an important contribution to the challenge of rebuilding science education programs and its correct implementation in schools and universities.

Chapter 1. Scientific thinking skills in the classroom. Theoretical and methodological contributions to promote and develop higher level learning(Mario Quintanilla G.) .- Chapter 2. Discourse construction in the classroom (Antonia Candela).- Chapter 3. Models and analogies in physics teaching. Guidelines for didactic planning on atomic models (Agustín Adúriz-Bravo, Leonor Bonan).- Chapter 4. Experimental practices in the scientific enculturation process (Anna Maria Pessoa de Carvalho).- Chapter 5. Some culinary preparations, a support for work in the chemistry classroom (Núria Solsona i Pairó).- Chapter 6. Chemistry for the citizen (Mercé Izquierdo i Aymerich).- Chapter 7. Reading in the process of learning about scientific models (Anna Marbà Tallada, Conxita Márquez Bargalló, Isabel Pau, Àngels Prat Pla).- Chapter 8. Telematic communication of sciences. BSCW environment (Anna Llitjós Viza).- Chapter 9. ’Reflective dialogic diaries’ in the initial training of natural sciences and biology teachers (Maria Inés Copello Levy).- Chapter 10. The initial training of natural science teachers in Colombia (Rómulo Gallego Badillo, Royman Pérez Miranda, Luz Nery Torres de Gallego, Rafael Yecid Amador Rodríguez).- Chapter 11. The history of science in education and teacher training (Mari A. Lires).- Chapter 12. The evaluation of trainee science teachers: an approach from emerging professionalism, social position and the representation of knowledge and theoretical models (Alberto Labarrere Sarduy, Mario Quintanilla Gatica).- Chapter 13. Modeling: a proposal to rethink the science we teach (Pilar García, Neus Sanmartí).- Chapter 14. The teaching of chemistry in secondary school. The case of Mexico (José Antonio Chamizo, Armando Sánchez Martinez, Maria Elena Hernández Castellanos).- Chapter 15. How teachers approach the teaching of chemical equilibrium (Beatriz Macedo, Raquel Katzowicz).

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Science Teaching and a New Teacher Culture（Sociocultural Explorations of Science Education） 科学教学与新型教师文化：挑战与机遇 教育史

Science Teaching and a New Teacher Culture（Sociocultural Explorations of Science Education）

科学教学与新型教师文化：挑战与机遇
教育史