Editors:
Avi Hofstein
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,
Abraham Arcavi
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Bat-Sheva Eylon
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, and
Anat Yarden
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Pages:
xii–xiv
Free access
Figures
1.1 Research design of the comparative study (Ben-Zvi et al., 1976; Hofstein, 1975). 9
3.1 First iteration (10th grade) ‘learning units’ (translated from Hebrew). 57
3.2 Teacher’s view: ‘Chemistry Online’ meta-course (translated from Hebrew). 57
3.3 Student’s view: 3-year ‘Chemistry Online’ (translated from Hebrew). 57
4.1 Display of molecular models in Jmol for students answering the following question that appears in the IPNS task: “Before you are three different display options of the same protein. Which of these options displays the protein structure as it is in reality?”. 83
5.1 The first stage of the ESE Group’s evolution. 94
5.2 The milestones of the ESE Group’s evolution during the 1990s. 97
5.3 The milestones of the ESE Group’s evolution during the first decade of the 21st century. 99
5.4 The systems thinking hierarchy (STH) model. 100
5.5 The emergence of the emotional axis. 101
5.6 The development of the emotional–social well-being axis. 103
5.7 The intersection of the research directions of the ESE Group to construct the learning instinct theory. 104
6.1 Components of science education. 117
6.2 LSS skill areas and examples of activities. 119
6.3 LSS CPD program for teachers: three-level model. 122
6.4 Complex performance task “Update Report”. 124
8.1 Illustrative representations of an open phrase (a) and an open sentence (b) in the Rehovot Program’s grade 7 beginning algebra book. 166
8.2 Example of a Links worksheet (Decimals). 168
8.3 The Grilled Fish activity. 170
8.4 The Placing Dice activity – “sensing” the concept of a straight line. 171
8.5 The Breaking a Stick game – “sensing” the triangle inequality. 171
8.6 The Road Sign activity – promoting a “mathematical gaze” at the world. 172
8.7 The Savings activity. 175
8.8 The Improving Grades activity. 176
8.9 A sequence of 3U tasks – Part One. 180
8.10 Possible positions of three lines on a plane. 180
8.11 A sequence of 3U tasks – Part Two. 181
8.12 Example of a number sequence problem. 181
8.13 A student’s solution of a number sequence problem. 182
8.14 Create a Quiz – an integrative task. 184
8.15 Fruit Salad – a multiple solution task. 185
8.16 Two Solutions – an error-detection task. 185
9.1 Equation of the straight line through points A and O. 194
9.2 A student’s innovative solution. 198
9.3 Example of a MesiMatica assessment task. 207
9.4 Example of a MesiMatica assessment chart. 208
9.5 Excerpt from a MesiMatica follow-up teaching activity. 209
11.1 Teachers’ views of strategies and habits of mind related to the practice of experimental design by physicists in research laboratories and students in the instructional laboratory. Frequency distribution. 242
11.2 The “Fan Model” used in the PLCs program. 243
11.3 Experimental setups used in a sample RIL. 244
12.1 The various stages of action research. 271
12.2 PLC cascade model (from Mamlok-Naaman et al., 2018). 282
13.1 The initial hierarchical model of the S&T PLC program. 293
13.2 Graphical representation of the Escape Box story. 297
13.3 The ice-water glass. 298
13.4 Student A’s drawings: the microscopic structure of substances inside the ice-water glass. 299
13.5 Graphic representation tracing the knowledge transmission path in the Ice-Water Glass story. 299
13.6 The Network Model: paths of knowledge transmission among S&T PLCs. 300
13.7 S&T PLCs’ knowledge-transmission model: from Initial Model (see Figure 13.1) to a Network Model (see Figure 13.6). 301
14.1 The development of VIDEO-LM over time. 308
14.2 Description of the six-lens framework (SLF). 310
14.3 The meta-lenses framework (MLF). 316
14.4 The six-lens framework (SLF) and the meta-lenses framework (MLF): a double-level framework (Karsenty et al., in press). 322
15.1 Sample problem used in RBMC project, 2020. 353
16.1 Graduate-perceived contribution of the program (N = 72). 373
16.2 Positions held by program graduates in their school and in the educational system (n = 120). 375
Tables
1.1 Inquiry-type chemistry laboratories (Hofstein et al., 2004). 14
1.2 Scales and description of SLEI (from Fraser et al., 1993, reprinted with permission). 15
1.3 Levels (ranked 1–4 with 4 being highest) of arguments in the inquiry chemistry laboratory (based on Erduran et al., 2004). 19
1.4 Criteria for sorting complex/simple experiments (Katchevitch et al., 2013). 19
3.1 Design principles for development of the virtual environment. 53
3.2 The initial course features. 54
3.3 Categorization of students’ feedback indicating a need for design changes. 60
3.4 Design changes made in the course. 61
4.1 The various knowledge elements and the theoretical frameworks used for the analyses of learning and teaching using authentic bioinformatics databases and tools in two different learning environments. 77
4.2 Combing two theoretical frameworks to represent the knowledge required to learn using Jmol. 81
5.1 Comparison between traditional science teaching and earth systems teaching. 105
6.1 LSS instructional model. 118
6.2 Student performance on the complex performance task “Update Report”. 125
8.1 Areas of concern in curriculum design and corresponding example projects. 163
11.1 A comparison between the two PD programs. 238
11.2 RP-PD design example: supporting teachers in presenting research project topics. 251
11.3 Student teams and research topics mentored by the selected participants. 252
12.1 Teachers’ attitudes regarding how the action research workshop contributed to their work (n = 10). 272
13.1 Characteristics of teachers’ PLCs. 292
13.2 Learning communities for middle-school S&T teachers. 294
13.3 PLC meeting: Recurring structure. 295
13.4 The 4-levels Collaboration Model. 296
16.1 Multilevel boundary-crossing framework (from Akkerman & Bruining, 2016). 371
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Series:  Constructing Knowledge: Curriculum Studies in Action, Volume: 21
Cover Long-term Research and Development in Science Education
E-Book ISBN:
9789004503625
Publisher:
Brill
Print Publication Date:
20 Sep 2021
Front Matter
Part 1 Learning Science and Mathematics
Part 2 Professional Development of Science and Mathematics Teachers
Part 3 Commentaries
Back Matter

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