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EBOOK
Title Teachers creating context-based learning environments in science / edited by R. Taconis, P. den Brok and A. Pilot.
Imprint Rotterdam : SensePublishers, 2016.

LOCATION CALL # STATUS MESSAGE
 OHIOLINK SPRINGER EBOOKS    ONLINE  
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LOCATION CALL # STATUS MESSAGE
 OHIOLINK SPRINGER EBOOKS    ONLINE  
View online
Series Advances in Learning Environments Research
Advances in learning environments research.
Subject Science -- Study and teaching.
Alt Name Taconis, R.,
Brok, P. den,
Pilot, Albert,
Description 1 online resource.
polychrome rdacc
Bibliography Note Includes bibliographical references and index.
Contents TABLE OF CONTENTS; INTRODUCTION BY THE SERIES EDITORS; 1. INTRODUCTION: Context-Based Learning Environments in Science; CONTEXT-BASED EDUCATION; Roots and History; LEARNING ENVIRONMENT RESEARCH; CONTEXT-BASED LEARNING ENVIRONMENTS; Four Models; Challenges; Teachers and Context-Based Learning Environments; ABOUT THIS BOOK; REFERENCES; SECTION I: PERCEPTIONS AND CHARACTERISTICS OF CONTEXT-BASED LEARNING ENVIRONMENTS; 2. BRINGING SCIENCE TO LIFE: Research Evidence; INTRODUCTION; WHAT ARE CONTEXT-BASED APPROACHES?; Context-Based Approaches and Science-Technology-Society Approaches.
The Aims of Context-Based Approaches; Affective Aspirations for Context-Based Approaches; Behavioural Aspirations for Context-Based Approaches; Cognitive Aspirations for Context-Based Approaches; THE IMPACT OF CONTEXT-BASED APPROACHES ON STUDENTS; The Origins and Aims of Systematic Reviews; Systematic Review Methods; The Scope of the Review of the Effects of Context-Based Approaches; OVERVIEW OF REVIEW FINDINGS; THE DETAILED REVIEW; WHAT IMPACT DO CONTEXT-BASED APPROACHES HAVE ON STUDENTS' UNDERSTANDING OF SCIENCE IDEAS?; How Large Were the Changes in Understanding?
WHAT IMPACT DO CONTEXT-BASED APPROACHES HAVE ON STUDENTS' ATTITUDES TO SCIENCE?; Gender Effects; Post-Compulsory Uptake of Science Subjects; ISSUES IN RESEARCH INTO THE EFFECTS OF CONTEXT-BASED APPROACHES; The Nature of the Resources; Evaluating Designs; Who Collects the Data and Why?; Standardisation of Instruments; Measuring Understanding; IMPLICATIONS FOR TEACHERS AND TEACHING; CONCLUSIONS; REFERENCES; APPENDIX 1: OVERVIEW OF THE STUDIES IN THE REVIEW; 3. PLACE-BASED LEARNING ENVIRONMENTS: Environmental Education in Teacher Education; INTRODUCTION; BACKGROUND.
Environmental Education at Simon Fraser University; Place-Based Education; LEARNING ENVIRONMENT RESEARCH AND ENVIRONMENTAL EDUCATION; METHOD; RESULTS; Description of the Learning Environment; PLACES QUESTIONNAIRE; DISCUSSION; Measuring and Comparing Learning Environments; Describing Learning Environments; CONCLUSION; REFERENCES; 4. SCIENCE KITS: Learning Chemistry in a Context-Oriented Learning Environment; INTRODUCTION; SCIENCE KITS AS CONTEXT-ORIENTED LEARNING ENVIRONMENTS; Inquiry-Based Tasks; Student Collaboration; Role of the Teacher; Science Kits; Exemplary Contents of Science Kits.
Summary "Context-based science education has led to the transformation of science education in countries all over the world, with changes also visible in learning environments and how these are being shaped. These changes involve authentic problems on research and design, new types of interactions within communities of practice, new content areas and also new challenges for teachers in teaching, motivating, scaffolding and assessing their students, among other things. This book focuses on context-based science education and its resulting changes in the perspective of research on learning environments. It also focuses on the implications for the teachers and the professional development of their competencies and beliefs. The book consists of eleven chapters by experts in various themes surrounding learning environments research and science education, preceded by and concluded with a chapter with reflections on context-based learning environments in science by the editors of this book. The conclusion they draw is that professional development of science teachers may be the most important and the most difficult part of the process of teachers creating context-based learning environments in science, as is the focus in the title of this book."
Access License restrictions may limit access.
Note Online resource; title from PDF title page (EBSCO, viewed November 10, 2016).
ISBN 9789463006842 (electronic bk.)
9463006842 (electronic bk.)
9789463006828
9789463006835
ISBN/ISSN 10.1007/978-94-6300-684-2
OCLC # 961910278


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