This book presents significant new analyses in the field of science education. This is hardly another field in education which is more important for a country's future than science education. Yet more and more students elect to concentrate on other fields to the exclusion of science for a variety of reasons: the perception of degree of difficulty, the actual degree of difficulty, the lack of perceived prestige and earnings associated with the field, the dearth of good and easy to use texts, and, the lack of society in comprehending the significance of science and creating attractive incentives for those who enter the field.
Author(s): Calvin L. Petroselli
Year: 2008
Language: English
Pages: 297
SCIENCE EDUCATION ISSUESAND DEVELOPMENTS......Page 3
NOTICE TO THE READER......Page 6
CONTENTS......Page 7
PREFACE......Page 9
ABSTRACT......Page 17
REFERENCES......Page 20
ABSTRACT......Page 21
INTRODUCTION......Page 22
Dealing with Numbers......Page 24
Working with Numbers......Page 28
CURRICULA AND ASSESSMENT; THE CASE OF MODELLING......Page 29
PISA, Modelling, and Curricula......Page 30
Mathematical Coherence, Modelling, and Curricula......Page 33
STUDYING NUMBERS: HOW LONG AND UP TO WHICH DEGREE OFACCURACY?......Page 36
Semiotic Registers......Page 41
Components of Numerical Acquisitions......Page 44
Numbers and Coordinate Geometry......Page 46
MATHEMATICAL COMPETENCE......Page 47
Numeracy......Page 53
Rationacy......Page 54
1. (Arithmetical) Solution at Rationacy Level......Page 58
2. Solution at Algebracy Level......Page 59
Functionacy......Page 64
Definition D......Page 65
CONCLUSION......Page 68
REFERENCES......Page 70
ABSTRACT......Page 75
THE LABORATORY IN SCIENCE EDUCATION......Page 76
LEARNING IN AND FROM SCIENCE LABORATORIES......Page 78
METACOGNITION: THEORETICAL BACKGROUND......Page 80
METACOGNITION IN SCIENCE LEARNING......Page 81
DEVELOPMENT OF METACOGNITIVE SKILLS IN AN INQUIRY-TYPESCIENCE LABORATORY......Page 82
RESEARCHING THE SCIENCE LABORATORY FOR THE DEVELOPMENTOF METCOGNITIVE SKILL......Page 84
The Inquiry Laboratory Program......Page 85
CONCLUSION......Page 86
ARGUMENTATION: THEORETICAL BACKGROUND......Page 89
ARGUMENTATION IN SCIENCE......Page 90
ARGUMENTATION IN SCIENCE EDUCATION......Page 92
Teaching Science in the Laboratory Through Argumentation......Page 93
Teaching About Scientific Argumentation in the Laboratory......Page 95
Training Argumentation Skills in the Laboratory......Page 98
CONCLUSION......Page 101
Metacognition and Argumentation: Are they Related?......Page 102
REFERENCES......Page 103
ABSTRACT......Page 111
INTRODUCTION......Page 112
The Crisis in Science Education as a Socio-Cultural Crisis......Page 113
The Unpopularity of Science......Page 117
The Postmodernist Attack on Science and Mathematics: The ‘New-Left’Versus the Old......Page 119
Realism and Relativism......Page 122
The Relation of Science to the World......Page 124
The Popularity of Science......Page 126
Promoting a Positive Image of Science (and Mathematics)......Page 127
Why NOS is Necessary in Science Education......Page 129
A Justification of NOS so Far Presented......Page 131
The Role of Theory in Understanding NOS......Page 132
Top Down Versus Bottom Up......Page 133
NOTES......Page 136
REFERENCES......Page 137
ABSTRACT......Page 141
THE AFFECTIVE DOMAIN OF PERSONALITY......Page 142
SIGNIFICANT AFFFECTIVE VARIABLES IN MATHEMATICSEDUCATION RESEARCH......Page 144
PERSPECTIVES ON THE INTERPLAY OF AFFECT AND COGNITION......Page 147
SELF-SYSTEMS AND SELF-SYSTEM PROCESSES......Page 150
CONCLUSION......Page 153
REFERENCES......Page 155
ABSTRACT......Page 167
INTRODUCTION......Page 168
CORE ISSUES RELATED TO INFORMAL SOURCES OF SCIENCELEARNING......Page 169
INFORMAL SOURCES OF SCIENCE KNOWLEDGE AND LEARNING:BASIC PARAMETERS......Page 170
Dimension A: System of Taxonomy According to The Environment and theConditions under which Science Learning Takes Place......Page 173
Dimension C: System of Taxonomy According to the Kind of Mode Used inthe Science “Text”......Page 174
Hypothetical example (3)......Page 176
1. Organized out-of-School Visits (Informal Sources of Learning whichPresent Several Kinds of “Exhibits”)......Page 177
2. Students’/Teachers’ Personal Navigation in Several Science SourcesOutside School......Page 182
3. Use of Informal Sources of Science Learning by the Teachers, WithinTheir Everyday Classroom Practice......Page 186
CONCLUSION......Page 189
REFERENCES......Page 190
ABSTRACT......Page 195
Why Collect Data?......Page 196
Who Collects Scientific Data?......Page 201
When Should Data be Collected?......Page 202
What Counts as Scientific Evidence?......Page 204
How Should Scientific Data be Collected?......Page 206
How Should Scientific Data be Analyzed?......Page 209
CONCLUSION......Page 210
REFERENCES......Page 212
ABSTRACT......Page 217
THE CONSTRUCTIVIST PERSPECTIVE......Page 218
THE IMPORTANCE OF STUDENTS’ CONCEPTIONS......Page 219
THE IMPORTANCE OF MOTIVATION......Page 220
Extant Models of Constructivist Classroom Teaching......Page 222
Does Motivation Need to be Explicitly Considered in Instructional Models?......Page 225
Difficulties in Identifying Motivation Strategies......Page 228
SITUATIONAL INTEREST......Page 231
REFERENCES......Page 233
ABSTRACT......Page 239
INTRODUCTION......Page 240
Employer Perspectives......Page 241
University Attitudes......Page 242
Case Study......Page 243
Method......Page 245
Findings......Page 246
REFERENCES......Page 252
INTRODUCTION......Page 255
The Impact of Teacher Education Reform......Page 256
MUSHROOMING OF INTEGRATED RESEARCH PROJECTS ONMENTORING......Page 258
MP2. A Project of Developing Mentors’ Professional Development......Page 259
MC1. A Project of Professional Development for Mathematics Mentors atSecondary Level......Page 260
A Mentoring Program: MP1......Page 261
An Integrated Model of Mentoring......Page 262
THE PROCESS OF HELPING IN IMPROVING MENTORS’ PROFESSIONALTEACHING AND MENTORING......Page 265
MENTORS’ AND FTS’ VIEWS OF THE INTEGRATED MODEL......Page 267
THE EFFECT OF THE INTEGRATED MODEL OF MENTORING ON FTSPERFORMING ON TEACHING......Page 268
DISCUSSION......Page 269
REFERENCES......Page 270
ABSTRACT......Page 273
Expectations......Page 274
Astrology......Page 275
Religion......Page 276
Science......Page 277
Mathematics......Page 278
Active and Collaborative Learning......Page 279
An Active Class Session......Page 280
Feedback......Page 281
Assessment......Page 282
CONCLUSION......Page 283
REFERENCES......Page 284
INTRODUCTION......Page 287
CONTEXT......Page 288
Recruiting the Right People......Page 290
STRATEGIES......Page 291
Taking the Load off Central Offices:......Page 292
Management, Oversight, and Control......Page 293
Document and Disseminate Results:......Page 295
CHALLENGES......Page 296
RE-DESIGN IDEAS......Page 297
REFERENCES......Page 298
INDEX......Page 299
