Search results: Found 12

Listing 1 - 10 of 12 << page
of 2
>>
Sort by
Accessible Elements: Teaching Science Online and at a Distance

Authors: ---
Book Series: Issues in Distance Education ISSN: 19194390 ISBN: 9781897425473 9781897425480 Year: Pages: 313 Language: English
Publisher: Athabasca University Press
Added to DOAB on : 2012-03-29 16:37:58
License:

Loading...
Export citation

Choose an application

Abstract

Accessible Elements informs science educators about current practices in online and distance education: distance-delivered methods for laboratory coursework, the requisite administrative and institutional aspects of online and distance teaching, and the relevant educational theory. Delivery of university-level courses through online and distance education is a method of providing equal access to students seeking post-secondary education. Distance delivery offers practical alternatives to traditional on-campus education for students limited by barriers such as classroom scheduling, physical location, finances, or job and family commitments. The growing recognition and acceptance of distance education, coupled with the rapidly increasing demand for accessibility and flexible delivery of courses, has made distance education a viable and popular option for many people to meet their science educational goals.

Instructional Scaffolding in STEM Education: Strategies and Efficacy Evidence

Author:
ISBN: 9783319025643 9783319025650 Year: Pages: 144 DOI: 10.1007/978-3-319-02565-0 Language: English
Publisher: Springer
Subject: Science (General) --- Education
Added to DOAB on : 2017-02-21 15:16:55
License:

Loading...
Export citation

Choose an application

Abstract

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.

Early Science Education

Author:
Book Series: Scientific Studies on the Work of the "Haus der Kleinen Forscher" Foundation ISBN: 9783847411901 9783847405597 Year: Pages: 267 DOI: 10.3224/84740127 Language: English
Publisher: Verlag Barbara Budrich
Subject: Education
Added to DOAB on : 2018-09-13 11:01:03
License:

Loading...
Export citation

Choose an application

Abstract

Scientific contributions authored by distinguished experts from the field of early education are published periodically within the framework of the series Scientific Studies on the Work of the “Haus der kleinen Forscher” Foundation. This publication series serves to foster informed dialogue between the Foundation, scientists, and practitioners with the aim of giving all early childhood education and care centres, after-school centres, and primary schools in Germany scientifically sound support in fulfilling their early education mandate. This fifth volume in the series focuses on goals of science education at the level of the children, the early childhood professionals, and the pedagogical staff at after-school centres and primary schools, and on process-related quality criteria for science teaching at pre-primary and primary level. In their expert reports, Yvonne Anders, Ilonca Hardy, Sabina Pauen, Beate Sodian, and Mirjam Steffensky specify pedagogical content dimensions of the goals of early science education at pre-primary and primary school age. In addition to theoretically underpinning these goals, the authors present instruments for their assessment. In his expert report, Jörg Ramseger formulates ten quality criteria for science teaching. Early childhood professionals and pedagogical staff at after-school centres and primary schools can draw on these process-related criteria when planning lessons and conducting self-evaluations of science learning opportunities at pre-primary and primary level. The concluding chapter of the volume describes the implementation of these expert recommendations in the substantive offerings of, and the accompanying research on, the “Haus der kleinen Forscher“ Foundation.&#xD;

Science Education - Research and New Technologies

Authors: ---
ISBN: 9789535135395 9789535135401 Year: Pages: 184 DOI: 10.5772/65601 Language: English
Publisher: InTechOpen
Subject: Education
Added to DOAB on : 2019-10-03 07:51:50

Loading...
Export citation

Choose an application

Abstract

The book presents a discussion on education of sciences, through a technological view shown in the works of a variety of authors from different countries. It's a differentiated conception of scientific education bringing renowned authors who discuss from teacher formation to the inclusion of new technologies into education. We are proud to say that the themes discussed in the book are up to date and also of scientific interest in many countries, as seen by the collaborating authors who come from many parts of the world. The scientific discussion becomes evident through the effort of the authors in participating in this book that will serve as a reference for future research for those who want to develop modern educational approaches.

Environmental Leadership Capacity Building in Higher Education: Experience and Lessons from Asian Program for Incubation of Environmental Leaders

Author:
ISBN: 9784431543398 9784431543404 Year: Pages: 140 DOI: http://dx.doi.org/10.1007/978-4-431-54340-4 Language: English
Publisher: Springer
Subject: Geology --- Earth Sciences --- Manufactures --- Environmental Sciences --- Education
Added to DOAB on : 2013-09-04 12:15:49
License:

Loading...
Export citation

Choose an application

Abstract

The Graduate Program in Sustainability Science under the Department of Urban Engineering of The University of Tokyo has been running an environmental leadership education program at the graduate student level since 2007 called the Asian Program for Incubation of Environmental Leaders (APIEL). This book describes the University’s experiences in establishing and organizing that program and provides some lessons learned for those who are considering starting environmental leadership education programs. APIEL’s curriculum includes the classroom topic “Environmental Challenges and Leadership in Asia.” As well, the APIEL program has field units to provide experience in problem solving, decision making, and participation, taking into consideration ecological, political, economic, social, aesthetic, and ethical aspects. Another characteristic feature of the program is that it promotes changes in attitudes and behavior that will help to solve existing environmental problems and to avoid a generation of new ones. Over the four years of study, efforts have been made to bond leadership with field-oriented exercises such as: 1) The Intensive Program on Sustainability; 2) an integral approach focused on sustainable integrated watershed management of arid regions; 3) sustainable development of programs in Cambodia, Vietnam, and Thailand for qualifying students with problem-solving processes to combat issues such as flooding, lack of proper urban environmental infrastructure, and health risks; and 4) the Greater Pearl River Delta program with multicultural diversity to bring about sustainable urban development for a green city. All of those are described in the book. Last but not least, APIEL’s resonance throughout international networks and alumni are introduced.

Integration Processes and Policies in Europe: Contexts, Levels and Actors

Authors: ---
Book Series: IMISCOE Research Series ISSN: 23644087 ISBN: 9783319216737 9783319216744 Year: Pages: 206 DOI: 10.1007/978-3-319-21674-4 Language: English
Publisher: Springer
Subject: Social Sciences --- Law --- Sociology
Added to DOAB on : 2016-11-24 16:14:55
License:

Loading...
Export citation

Choose an application

Abstract

In this open access book, experts on integration processes, integration policies, transnationalism, and the migration and development framework provide an academic assessment of the 2011 European Agenda for the Integration of Third-Country Nationals, which calls for integration policies in the EU to involve not only immigrants and their society of settlement, but also actors in their country of origin. Moreover, a heuristic model is developed for the non-normative, analytical study of integration processes and policies based on conceptual, demographic, and historical accounts.The volume addresses three interconnected issues: What does research have to say on (the study of) integration processes in general and on the relevance of actors in origin countries in particular? What is the state of the art of the study of integration policies in Europe and the use of the concept of integration in policy formulation and practice? Does the proposal to include actors in origin countries as important players in integration policies find legitimation in empirical research?A few general conclusions are drawn. First, integration policies have developed at many levels of government: nationally, locally, regionally, and at the supra-national level of the EU. Second, a multitude of stakeholders has become involved in integration as policy designers and implementers. Finally, a logic of policymaking—and not an evidence-based scientific argument—can be said to underlie the European Commission’s redefinition of integration as a three-way process.This book will appeal to academics and policymakers at international, European, national, regional, and local levels. It will also be of interest to graduate and master-level students of political science, sociology, social anthropology, international relations, criminology, geography, and history.

The Education of the Eye

Author:
ISBN: 9781911534204 Year: Pages: 110 DOI: 10.16997/book7 Language: English
Publisher: University of Westminster Press
Subject: Education --- History --- Science (General)
Added to DOAB on : 2019-03-05 11:21:03
License:

Loading...
Export citation

Choose an application

Abstract

"The Royal Polytechnic Institution's story is the first episode in the long, diverse history of the University of Westminster. Drawing on an extensive range of primary and secondary sources this book explores the Institution's reputation for visual spectacle and the popularisation of science. It is lavishly illustrated with contemporary images.&#xD;A print paperback can be purchased direct from the University of Westminster for £20 following this link: www.westminster.ac.uk/historybooks &#xD;Staff, students and alumni can claim a 20% discount on this price."&#xD;

Garden Learning: A Study on European Botanic Gardens' Collaborative Learning Processes

Author:
ISBN: 9781909188631 9781909188648 9781909188655 9781909188662 Year: Pages: 194 DOI: 10.5334/bas Language: English
Publisher: Ubiquity Press Grant: FP7 Ideas: European Research Council - 266616
Subject: Sociology --- Education --- Science (General) --- Sports Science
Added to DOAB on : 2016-01-16 11:01:17
License:

Loading...
Export citation

Choose an application

Abstract

"From 2007-2013 the European 7th Framework Program Science in Society (FP7) funded a multitude of formal and informal educational institutions to join forces and engage in alternative ways to teach science—inside and outside the classroom—all over Europe. This book reports on one of these projects named INQUIRE which was developed and implemented to support 14 Botanic Gardens and Natural History Museums in 11 European countries, to establish a collaborative learning network and expand their understanding of inquiry based science teaching (IBST). Suzanne Kapelari provides insight into the complex theoretical background and practical considerations that informed the project design and which guided the consortium through a three-year process of collaborative knowledge creation. ‘Expansive Learning Theory’ is fundamental to this approach and places emphasis on communities as learners, on transformation and creation of culture, on horizontal movement and hybridization of knowledge, and on the formation of theoretical concepts.&#xD;This book is to be considered for planning and running international science education projects as well as a multifaceted theoretical underpinning of teaching. It serves as a conceptual and practical resource for formal and informal science educators and project managers.&#xD;This project has received funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement no 266616."

The Globalization of Science Curricula

Authors: --- --- --- --- et al.
Book Series: IEA Research for Education ISSN: 2366-1631 ISBN: 9783319715315 9783319715322 Year: Volume: 3 Pages: 100 DOI: https://doi.org/10.1007/978-3-319-71532-2 Language: English
Publisher: Springer Grant: International Association for the Evaluation of Educational Achievement (IEA)
Subject: Education
Added to DOAB on : 2018-07-27 15:21:31
License:

Loading...
Export citation

Choose an application

Abstract

Globalization is a powerful force with far reaching impacts on education and education policy. The growth of large scale international surveys of student achievement and the increasing role played by intergovernmental agencies in education means that the influence that globalization exerts on education is likely to increase even further in the future.This open access book provides a significant and timely investigation into the impacts that globalization has exerted on science curricula in a diverse range of countries using extensive data sets collected by the IEA between 1995 and 2015. Using a combination of quantitative and qualitative methods, this book considers the extent to which there have been changes to the intended and implemented science curricula in different countries over the last 20 years. Consideration is then given as to whether science curricula are becoming increasingly similar across countries over time. Finally the issue of whether the basis of an international core curriculum can be identified is addressed. Readers will gain a unique insight into the extent to which globalization and large scale international assessments have influenced science curricula in the last 20 years within both the primary and secondary phases.

Teaching Methods in Science Subjects Promoting Sustainability

Author:
ISBN: 9783038426509 9783038426516 Year: Pages: VIII, 160 Language: English
Publisher: MDPI - Multidisciplinary Digital Publishing Institute
Subject: Education
Added to DOAB on : 2017-12-22 11:03:40
License:

Loading...
Export citation

Choose an application

Abstract

In this book, conventional and new methods through which sustainability can be promoted in mathematics and science subjects are described and discussed. The aim of the book is to support teachers and teacher educators in their work, and to create a multi-sided view on sustainability, and on education for sustainable development. Curriculums and teaching approaches for the implementation of sustainability in schools and universities, especially in teacher education, are discussed. The pedagocical studies presented give useful examples of how sustainability can be included in mathematics, physics and biology education. The described teaching methods are discussed also in relation to students' competence and learning outcomes. In addition, valuable ideas are presented for the development of curriculums and teaching practices in higher education and schools. The book is suited for all teachers and researchers who are interested in sustainability and sustainable development, and want to develop their teaching in higher education and schools.

Listing 1 - 10 of 12 << page
of 2
>>
Sort by