Advances in Studying and Designing (Computer-Based) Powerful Learning Environments
Edited by Geraldine Clarebout and Jan Ellen
Edited by Cliff Malcom and Michael Anthony Samuel
The book addresses, among others, the nature of scientific knowledge and knowledge production; how scientific knowledge can be accessed and represented; what counts as legitimate scientific knowledge in the South African context of colonization, liberation, inequity and African belief systems. The book extends the debates on “African” Science, and offers ways of talking and writing about science that reframe it, acknowledging problematics and pluralism, offering ways of bringing Western and African thought together.
Using a richly descriptive novelistic style, the author sketches vivid portraits of his research sites, participants and experiences. His vignettes are embedded in deep theoretical insights, lending gravity to the development discourse in science education, providing a coherent language for the transformational agendas of science educators committed to the project of social justice through a relevant science.
O. Roger Anderson
In general, it is widely recognized that there is a complementary and dynamic relationship between the organization of knowledge in memory and higher order cognitive operations such as abstract thought and inquiry skills. Knowledge organization has been widely studied based on constructs such as information hierarchies, network diagrams (e.g., concept maps), and more recently flow maps that provide evidence of recursive network linking of domain-specific content during recall. Some aspects of current theory on the relationship of science knowledge networks in memory and higher order thinking are presented, including theoretical models for information networks based on recursive organization of domain-specific content in memory, empirical evidence of individual differences in students’ knowledge networks based on flow-map analyses, and the correlation of science knowledge networks in memory with science learning outcome variables such as level of conceptual thought, higher order thinking skills, and competence in inquiry-based laboratory experiences. Evidence of plasticity in improvement of knowledge networking ability is examined, and recommendations are presented for improvement of curricula to enhance scientific habits of mind through task-specific learning strategies intended to support increased student capacity to construct knowledge networks in memory and mobilize them to support higher order scientific thinking.
Keith S. Taber
Teaching about the ‘products’ of science – theories, models, concepts – has been informed over recent decades by an extensive research programme originating in studies of learners’ ideas in science. This ‘constructivist’ programme initially focused on the identification and characterisation of alternative conceptions. As the programme has progressed it has increasingly turned to exploring the origins and development of student thinking, and modelling student cognition in ways that can inform effective teaching of the target knowledge presented in the curriculum. In recent years there has been an increasing shift in the focus of science education from a preoccupation with teaching about ‘products’ to acknowledging that an understanding of the nature and processes of science – the provisional status of its claims; its forms of argumentation and means of producing public knowledge; and its relationship with society – is at least as significant in preparing young people for their place as consumers and voters in their own societies and as responsible global citizens in a finite world. This chapter discusses the potential of the constructivist programme to inform more effective teaching about the nature of science.
Ambusaidi and Elzain
Scott D. Robinson
Pedagogical Knowledge and Best Practices in Science Education
Edited by Issa M. Saleh and Myint Swe Khine
The book brings together prominent and leading teacher educators and researchers from around the world to present their scholarship, theories and practice, case studies, state-of-the- art approaches and future-oriented predictions. This book embodies collective knowledge inquiry and represents professional conversations. The chapters provides information on recent trends and development in teacher education, the important role of educational management and leadership in educational transformations, promising practices for desired outcomes. The book is a critical and specialized resource that describes how transformative leadership can play an important role in achieving excellence in education. The topics are covered in the book are: educational leadership and effective teaching, research in transformational leadership, and professional development and social capital building in schools.
Jose P. Mestre, Brian H. Ross, David T. Brookes, Adam D. Smith and Timothy J. Nokes
Cognitive science research focuses on how the mind works, including topics such as thinking, problem solving, learning and transfer. Much of this research remains unknown in science education circles, yet is relevant for the design of instructional strategies in the sciences. We outline some difficulties in learning science, along with a discussion of some relevant cognitive science research. We then present a cognitive science-based intervention in physics education aimed at promoting conceptual understanding within a problem solving context. In addition, we present assessments of problem solving and conceptual understanding to better examine the differences between knowledge learned from this approach compared to traditional instruction. Finally, we present some pilot data on an initial implementation of the approach.
An Analysis of Some of their Narrative and Educational Qualities
This paper consists in a commentary of several environments presented in this book. The framework for this analysis is a matrix developed by the author that consists of Schwab’s commonplaces of curriculum, namely “teacher,” “student,” “subject matter” and “milieu”, together with the concepts of “narrative statement,” “story” and “act of narrating” that Genette considers as the factes of narrative.