The Pedagogy of Physical Science

Author: David Heywood
Publisher: Springer Science & Business Media
ISBN: 9781402052712
Format: PDF, Kindle
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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 History and Philosophy of Astrobiology

Author: David Dunér
Publisher: Cambridge Scholars Publishing
ISBN: 144385302X
Format: PDF, ePub, Mobi
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Human beings have wondered about the stars since the dawn of the species. Does life exist out there – intelligent life, even – or are we alone? The quest for life in the universe touches on fundamental hopes and fears. It touches on the essence of what it means to formulate a theory, grasp a concept, and have an imagination. This book traces the history of the science of this area and the development of new schools in philosophy. Its essays seek to establish the history and philosophy of astrobiology as research fields in their own right by addressing cognitive, linguistic, epistemological, ethical, cultural, societal, and historical perspectives on astrobiology. The book is divided into three sections. The first (Cognition) focuses on the human mind and what it contributes to the search for life. It explores the emergence and evolution of terrestrial life and cognition and the challenges humans face as they reach to the stars. The essays raise philosophical questions, pose ethical dilemmas, and offer a variety of approaches, including one from cognitive zoology, in formulating a theory of the universal principles of intelligence, the limits of human conceptual abilities, and the human mind’s encounter with the unknown. The second section (Communication) examines the linguistic and semiotic requirements for interstellar communication. What is needed for successful communication? Are there universal rules for success? What are the possible features – and limitations – of exolanguages? What is required for recognizing a message as a message? The third section (Culture) considers cultural and societal issues. It explores astrobiology’s organization as a scientific discipline, its responsibilities to the public sphere, and its theological implications. It reviews the historically important panspermia hypothesis, along with the popularization of astrobiology and its ongoing institutionalisation. Through addressing these questions, we take our first steps in exploring the immense terra incognita of extraterrestrial life and the human mind.

Shaking the Foundations of Geo engineering Education

Author: Bryan McCabe
Publisher: CRC Press
ISBN: 0203083067
Format: PDF, Mobi
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This book comprises the proceedings of the international conference Shaking the Foundations of Geo-engineering Education (NUI Galway, Ireland, 4-6 July 2012), a major initiative of the International Society of Soil Mechanics and Geotechnical Engineering (ISSMGE) Technical Committee (TC306) on Geo-engineering Education. SFGE 2012 has been carefully crafted to showcase a diversity of effective and engaging approaches to geo-engineering education while raising awareness of how crucial this effort is to the future development of the engineering profession. The five keynote papers were chosen to prompt delegates to debate geo-engineering education issues in the context of best practice in engineering education. A further 36 high quality peer-reviewed papers present valuable insights and experiences in the following key areas: • What topics should be taught in geo-engineering courses? • The use of case histories in geo-engineering • Laboratory work and fieldwork in geo-engineering • Computing and technology in geo-engineering • Research on geo-engineering education and teaching experiences • Student-centred learning in geo-engineering Shaking the Foundations of Geo-engineering Education is an essential reference for university lecturers, academics and professionals involved in the education and training of geo-engineers. Readers of this text are guaranteed to discover many new inspirational ideas and techniques to “shake the foundations” of their teaching

General Register

Author: University of Michigan
Publisher:
ISBN:
Format: PDF, ePub, Mobi
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Announcements for the following year included in some vols.

Handbook of College Science Teaching

Author: Joel J. Mintzes
Publisher: NSTA Press
ISBN: 0873552601
Format: PDF, ePub, Mobi
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The Handbook offers models of teaching and learning that go beyond the typical lecture-laboratory format and provides rationales for new practices in the college classroom. It is ideal for graduate teaching assistants, senior faculty and graduate coordinators, and mid-career professors in search of reinvigoration.

Encyclopedia of Distance Learning

Author: Howard, Caroline
Publisher: IGI Global
ISBN: 1591405548
Format: PDF, Docs
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"This encyclopedia offers the most comprehensive coverage of the issues, concepts, trends, and technologies of distance learning. More than 450 international contributors from over 50 countries"--Provided by publisher.