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The development of multimedia learning materials for teaching and learning often needs to be guided by appropriate educational theories or models. As such, this chapter provides an alternative multimedia learning design pedagogy, the TSOI Hybrid Learning Model as a pedagogic model for the design of multimedia learning in chemistry education for inductive learning. This Model is hybridized from the Piagetian Science Learning Cycle Model and the Kolb’s Experiential Learning Cycle. The TSOI Hybrid Learning Model represents learning as a cyclical cognitive process of four phases: Translating, Sculpting, Operationalizing, and Integrating. A major feature is to promote cognitive processing in the learner for active learning proceeding from inductive to deductive. Design specificity for inductive multimedia learning process is illustrated in terms of instructional storyboarding and the developed research-based multimedia learning product for stoichiometry in chemistry education. Learners’ cognitive ability for example positive concept achievement will be addressed as part of the research data collected.

In: Fostering Scientific Habits of Mind
Since its appearance in 1995, Authentic School Science has been a resource for many teachers and schools to rethink and change what they are doing in and with their science classrooms. As others were trying to implement the kinds of learning environments that we had described, our own thinking and teaching praxis changed in part because of our dissatisfaction with our own understanding. Over the years, we have piloted ever-new ways of organizing science lessons to figure out what works and how both successful and not-so-successful ways of doing science education should be theorized. In this period, we developed a commitment to cultural-historical activity theory, which does not dichotomize individual and collective, social and material, embodied and cultural forms of knowing, and so on. It turns out now that the problem does not lie with the level of agreement between school science and laboratory science but with the levels of control, authority, mastery, and authorship that students are enabled to exercise. Thus, as this book shows, even field trips may deprive students of science authenticity on outdoor activities and even classroom-based science may provide opportunities for doing science in an authentic manner, that is, with high levels of control over the learning environment, authority, master, and authorship. Ultimately, our understanding of authenticity emphasizes its heterogeneous nature, which we propose to think in terms of a different ontology, an ontology of difference, which takes mixtures, heterogeneity, and hybridity as its starting point rather than as poor derivatives of self-same, pure entities including science, scientific concepts, and scientific practice. In Authentic Science Revisited, the authors offer a refreshing new approach to theorizing, thinking, and doing authentic science.
Author: Paul P.S. Teng

Sustainable development requires, inter alia, that efforts be made to eliminate poverty and reduce the number of hungry people. Many of the poor do not have access to the means to improve their livelihoods. Those involved in agriculture generally find difficulty in increasing the value of outcomes from their efforts. The 20th Century saw humankind dramatically expand in the diversity and magnitude of bioscience enterprises, i.e. enterprises which create value using biology. These bioscience enterprises include raw bio-commodities like rubber and palm oil produced using modern plantation technology, high quality seed material using hybrids, high quality seed material using tissue culture, biofermentation, biofertilizers, biopesticides, biofuels, bioremediation and biotech seeds. Each of these enterprises is based on sound science and contributes to key needs of modern societies. Such enterprises have contributed to improving livelihoods and aggregatively, to national development. However, technology and entrepreneurship together are not enough, and require andragogy and pedagogy through education programs developed for specific target groups, ranging from school children to uneducated farmers. Science education generally, and biology focused education specifically, at the school level need to be linked to “real-world” situations to have relevance to societal issues. In this respect, Science Centres are pivotal to the broader education of the citizenry to ensure continued support of the rural base that feeds cities. Similarly, the rapid pace of scientific and technological advances requires that adult education programs – mainly implemented by extension systems – be designed with simplicity to facilitate the adoption of new seeds and modern agronomy.

In: Biology Education for Social and Sustainable Development
A Multisited Ethnography of Learning and Becoming in an Afterschool Program, a Garden, and a Math and Science Upward Bound Program
Author: Jrène Rahm
We know little about diverse youths’ engagement in science outside of school, the form such engagement takes and its impact on science literacy development and identity as a potential insider to science. We need to know more about why, how, and for whom out-of-school settings make a difference. Science in the Making at the Margin offers some answers through an in-depth and theoretically well-grounded multisited ethnography of three very different out-of-school settings: an afterschool program for girls only, a youth garden program, and a Math and Science Upward Bound Program. Grounded in sociocultural-historical theory, this book explores, youths’ meaning making of science and co-constructions of new levels of understandings of science, as well as how they come to position themselves in relation to science through participation in science practices at the margin. The author highlights the multiplicity of learning, becoming and hybridity that constitute the learning of science in the three sites studied. Her analysis suggests that most youth position themselves as science users, as youth who are creating with and learning through science with others in textually rich environments and situations, and in ways that are meaningful to them. Their identity as users of science is grounded in the forms of engagement supported by the three science practices. The challenge is then to leverage such literacy beyond the practices themselves.
In: Scientific & Mathematical Bodies
Author: Isabel Martins

( Bowe, Ball, & Gold, 1992 ). 3.2 The Textbook as a Semiotic Hybrid Following more general trends of communication in society, but at the same time keeping a correspondence with inherent features of scientific texts, textbooks are constituted by a diversity of languages, including verbal (text writing

In: Science Education Research in Latin America

interlocutors are the author (the creator of the exhibition) and the reader (visitor) and the discourses are produced and experienced in the spheres of science communication and science promotion. Thus, the exhibits constitute a discursive genre ( Zamboni, 1997 ) consisting of hybrid semiotic texts. One of the

In: Science Education Research in Latin America

queer (which can act as a red rag to a bull) and simply concentrate on the argument that all one is concerned with is the provision of good quality science education. This need not be seen as a “cop out”; just as teaching in biology about “the problem of the species” (hybrids, ring species, etc.) need

In: STEM of Desire

technologies which can be categorised under the headings of Binder Jetting, Directed Energy Deposition, Material Extrusion, Material Jetting, Powder Bed Fusion, Sheet Lamination, Vat Polymerization, and Hybrid. These are outlined in ISO / ASTM 52900 standards ( ISO, 2015 ). Where an educational program such

In: Integrating 3D Printing into Teaching and Learning