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Adapting Historical Knowledge Production To The Classroom
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Book Synopsis Adapting Historical Knowledge Production to the Classroom by : P.V. Kokkotas
Download or read book Adapting Historical Knowledge Production to the Classroom written by P.V. Kokkotas and published by Springer Science & Business Media. This book was released on 2011-10-18 with total page 261 pages. Available in PDF, EPUB and Kindle. Book excerpt: The aims of this book are: • to contribute to professional development of those directly involved in science education (science teachers, elementary and secondary science teacher advisors, researchers in science education, etc), • to contribute to the improvement of the quality of science education at all levels of education with the exploitation of elements from History of Science incorporated in science teaching –it is argued that through such approaches the students’ motivation can be raised, their romantic understanding can be developed and consequently their conceptual understanding of science concepts can be improved since these approaches make science more attractive to them– and • to contribute to the debate about science education at the international level in order to find new ways for further inquiry on the issues that the book is dealing with. The book is divided in two parts: The first expounds its philosophical and epistemological framework and the second combines theory and praxis, the theoretical insights with their practical applications.
Book Synopsis Teaching for Historical Literacy by : Matthew T. Downey
Download or read book Teaching for Historical Literacy written by Matthew T. Downey and published by Routledge. This book was released on 2015-07-30 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching for Historical Literacy combines the elements of historical literacy into a coherent instructional framework for teachers. It identifies the role of historical literacy, analyzes its importance in the evolving educational landscape, and details the action steps necessary for teachers to implement its principles throughout a unit. These steps are drawn from the reflections of real teachers, grounded in educational research, and consistent with the Common Core State Standards. The instructional arc formed by authors Matthew T. Downey and Kelly A. Long takes teachers from start to finish, from managing the prior learning of students to developing their metacognition and creating synthesis at the end of a unit of study. It includes introducing topics by creating a conceptual overview, helping students collect and analyze evidence, and engaging students in multiple kinds of learning, including factual, procedural, conceptual, and metacognitive. This book is a must-have resource for teachers and students of teaching interested in improving their instructional skills, building historical literacy, and being at the forefront of the evolving field of history education.
Book Synopsis Science Teaching by : Michael R. Matthews
Download or read book Science Teaching written by Michael R. Matthews and published by Routledge. This book was released on 2014-09-19 with total page 479 pages. Available in PDF, EPUB and Kindle. Book excerpt: Science Teaching explains how history and philosophy of science contributes to the resolution of persistent theoretical, curricular, and pedagogical issues in science education. It shows why it is essential for science teachers to know and appreciate the history and philosophy of the subject they teach and how this knowledge can enrich science instruction and enthuse students in the subject. Through its historical perspective, the book reveals to students, teachers, and researchers the foundations of scientific knowledge and its connection to philosophy, metaphysics, mathematics, and broader social influences including the European Enlightenment, and develops detailed arguments about constructivism, worldviews and science, multicultural science education, inquiry teaching, values, and teacher education. Fully updated and expanded, the 20th Anniversary Edition of this classic text, featuring four new chapters—The Enlightenment Tradition; Joseph Priestley and Photosynthesis; Science, Worldviews and Education; and Nature of Science Research—and 1,300 references, provides a solid foundation for teaching and learning in the field.
Book Synopsis Nature of Science in Science Instruction by : William McComas
Download or read book Nature of Science in Science Instruction written by William McComas and published by Springer Nature. This book was released on 2020-08-24 with total page 745 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers a comprehensive introduction to Nature of Science (NOS), one of the most important aspects of science teaching and learning, and includes tested strategies for teaching aspects of the NOS in a variety of instructional settings. In line with the recommendations in the field to include NOS in all plans for science instruction, the book provides an accessible resource of background information on NOS, rationales for teaching these targeted NOS aspects, and – most importantly – how to teach about the nature of science in specific instructional contexts. The first section examines the why and what of NOS, its nature, and what research says about how to teach NOS in science settings. The second section focuses on extending knowledge about NOS to question of scientific method, theory-laden observation, the role of experiments and observations and distinctions between science, engineering and technology. The dominant theme of the remainder of the book is a focus on teaching aspects of NOS applicable to a wide variety of instructional environments.
Book Synopsis International Handbook of Research in History, Philosophy and Science Teaching by : Michael R. Matthews
Download or read book International Handbook of Research in History, Philosophy and Science Teaching written by Michael R. Matthews and published by Springer. This book was released on 2014-07-03 with total page 2487 pages. Available in PDF, EPUB and Kindle. Book excerpt: This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects. There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. Science educators will be grateful for this unique, encyclopaedic handbook, Gerald Holton, Physics Department, Harvard University This handbook gathers the fruits of over thirty years’ research by a growing international and cosmopolitan community Fabio Bevilacqua, Physics Department, University of Pavia
Book Synopsis Chemistry Education and Contributions from History and Philosophy of Science by : Mansoor Niaz
Download or read book Chemistry Education and Contributions from History and Philosophy of Science written by Mansoor Niaz and published by Springer. This book was released on 2015-12-23 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores the relationship between the content of chemistry education and the history and philosophy of science (HPS) framework that underlies such education. It discusses the need to present an image that reflects how chemistry developed and progresses. It proposes that chemistry should be taught the way it is practiced by chemists: as a human enterprise, at the interface of scientific practice and HPS. Finally, it sets out to convince teachers to go beyond the traditional classroom practice and explore new teaching strategies. The importance of HPS has been recognized for the science curriculum since the middle of the 20th century. The need for teaching chemistry within a historical context is not difficult to understand as HPS is not far below the surface in any science classroom. A review of the literature shows that the traditional chemistry classroom, curricula, and textbooks while dealing with concepts such as law, theory, model, explanation, hypothesis, observation, evidence and idealization, generally ignore elements of the history and philosophy of science. This book proposes that the conceptual understanding of chemistry requires knowledge and understanding of the history and philosophy of science. “Professor Niaz’s book is most welcome, coming at a time when there is an urgently felt need to upgrade the teaching of science. The book is a huge aid for adding to the usual way - presenting science as a series of mere facts - also the necessary mandate: to show how science is done, and how science, through its history and philosophy, is part of the cultural development of humanity.” Gerald Holton, Mallinckrodt Professor of Physics & Professor of History of Science, Harvard University “In this stimulating and sophisticated blend of history of chemistry, philosophy of science, and science pedagogy, Professor Mansoor Niaz has succeeded in offering a promising new approach to the teaching of fundamental ideas in chemistry. Historians and philosophers of chemistry --- and above all, chemistry teachers --- will find this book full of valuable and highly usable new ideas” Alan Rocke, Case Western Reserve University “This book artfully connects chemistry and chemistry education to the human context in which chemical science is practiced and the historical and philosophical background that illuminates that practice. Mansoor Niaz deftly weaves together historical episodes in the quest for scientific knowledge with the psychology of learning and philosophical reflections on the nature of scientific knowledge and method. The result is a compelling case for historically and philosophically informed science education. Highly recommended!” Harvey Siegel, University of Miami “Books that analyze the philosophy and history of science in Chemistry are quite rare. ‘Chemistry Education and Contributions from History and Philosophy of Science’ by Mansoor Niaz is one of the rare books on the history and philosophy of chemistry and their importance in teaching this science. The book goes through all the main concepts of chemistry, and analyzes the historical and philosophical developments as well as their reflections in textbooks. Closest to my heart is Chapter 6, which is devoted to the chemical bond, the glue that holds together all matter in our earth. The chapter emphasizes the revolutionary impact of the concept of the ‘covalent bond’ on the chemical community and the great novelty of the idea that was conceived 11 years before quantum mechanics was able to offer the mechanism of electron pairing and covalent bonding. The author goes then to describe the emergence of two rival theories that explained the nature of the chemical bond in terms of quantum mechanics; these are valence bond (VB) and molecular orbital (MO) theories. He emphasizes the importance of having rival theories and interpretations in science and its advancement. He further argues that this VB-MO rivalry is still alive and together the two conceptual frames serve as the tool kit for thinking and doing chemistry in creative manners. The author surveys chemistry textbooks in the light of the how the books preserve or not the balance between the two theories in describing various chemical phenomena. This Talmudic approach of conceptual tension is a universal characteristic of any branch of evolving wisdom. As such, Mansoor’s book would be of great utility for chemistry teachers to examine how can they become more effective teachers by recognizing the importance of conceptual tension”. Sason Shaik Saeree K. and Louis P. Fiedler Chair in Chemistry Director, The Lise Meitner-Minerva Center for Computational Quantum Chemistry, The Hebrew University of Jerusalem, ISRAEL
Book Synopsis Knowing History in Schools by : Arthur Chapman
Download or read book Knowing History in Schools written by Arthur Chapman and published by UCL Press. This book was released on 2021-01-07 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: The ‘knowledge turn’ in curriculum studies has drawn attention to the central role that knowledge of the disciplines plays in education, and to the need for new thinking about how we understand knowledge and knowledge-building. Knowing History in Schools explores these issues in the context of teaching and learning history through a dialogue between the eminent sociologist of curriculum Michael Young, and leading figures in history education research and practice from a range of traditions and contexts. With a focus on Young’s ‘powerful knowledge’ theorisation of the curriculum, and on his more recent articulations of the ‘powers’ of knowledge, this dialogue explores the many complexities posed for history education by the challenge of building children’s historical knowledge and understanding. The book builds towards a clarification of how we can best conceptualise knowledge-building in history education. Crucially, it aims to help history education students, history teachers, teacher educators and history curriculum designers navigate the challenges that knowledge-building processes pose for learning history in schools.
Book Synopsis Rethinking Science Education by : Roland M. Schulz
Download or read book Rethinking Science Education written by Roland M. Schulz and published by IAP. This book was released on 2014-08-01 with total page 313 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents a “philosophy of science education” as a research field as well as its value for curriculum, instruction and teacher pedagogy. It seeks to re-think science education as an educational endeavour by examining why past reform efforts have been only partially successful, including why the fundamental goal of achieving scientific literacy after several “reform waves” has proven to be so elusive. The identity of such a philosophy is first defined in relation to the fields of philosophy, philosophy of science, and philosophy of education. It argues that educational theory can support teacher’s pedagogical content knowledge and that history, philosophy and sociology of science should inform and influence pedagogy. Some case studies are provided which examine the nature of science and the nature of language to illustrate why and how a philosophy of science education contributes to science education reform. It seeks to contribute in general to the improvement of curriculum design and science teacher education. The perspective to be taken on board is that to teach science is to have a philosophical frame of mind—about the subject, about education, about one’s personal teacher identity.
Book Synopsis Innovative Methods for Science Education by : Olivier Bruneau
Download or read book Innovative Methods for Science Education written by Olivier Bruneau and published by Frank & Timme GmbH. This book was released on 2012-01-01 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt: This collective book results of several meetings since 2006 between European historians of science and technology. Regularly, the six editors (and most of the authors present in this publication) organized symposia inside international conferences about the role of history of science and technology in science education and teacher training. The principal objectives of this book are: i) to enlighten and to discuss different research problems concerning HST (History of Science and Technology) and ICT (Information and Communication Technology), HST and IBST (Inquiry Based Science Teaching), HST and Science Education. In this way, it is dedicated to scholars, ii) to offer teachers and teacher trainers different ways to explore HST by using digital resources online, using a new teaching method and to become more familiar with the method in HST. As historians, the six editors develop research in the following fields: history of mathematics (O. Bruneau, M. R. Massa-Esteve and T. de Vittori), history of physics, chemistry and technology (P. Grapi, P. Heering, S. Laube). As teacher trainers at the university, they are also involved in research in science education about the role of HST to teach science at primary and secondary schools.
Book Synopsis Teaching Science with Context by : Maria Elice de Brzezinski Prestes
Download or read book Teaching Science with Context written by Maria Elice de Brzezinski Prestes and published by Springer. This book was released on 2018-07-25 with total page 439 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers a comprehensive overview of research at interface between History, Philosophy and Sociology of Science (HPSS) and Science Teaching in Ibero-America. It contributes to research on contextualization of science for students, teachers and researchers, and explains how to use different episodes of history of science or different themes of philosophy of science in regular science classes through diverse pedagogical approaches. The chapters in this book discuss a wide range of topics under different methodological, epistemological and didactic approaches, reflecting the richness of research developed in Spanish and Portuguese speaking countries, Latin America, Spain and Portugal. The book contains chapters about historical events, topics of philosophy and sociology of science, nature of science, applications of HPSS in the classroom, instructional materials for students and teacher training courses and curriculum.
Book Synopsis How Students Learn by : National Research Council
Download or read book How Students Learn written by National Research Council and published by National Academies Press. This book was released on 2005-01-28 with total page 265 pages. Available in PDF, EPUB and Kindle. Book excerpt: How Students Learn: Science in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in science at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. This book discusses how to build straightforward science experiments into true understanding of scientific principles. It also features illustrated suggestions for classroom activities.
Download or read book Uncertainty written by Kostas Kampourakis and published by Oxford University Press. This book was released on 2019-10-07 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: Scientific knowledge is the most solid and robust kind of knowledge that humans have because of the self-correcting character inherent in its own processes. Nevertheless, anti-evolutionists, climate denialists, and anti-vaxxers, among others, question some of the best-established scientific findings, making claims that are unsupported by empirical evidence. A common aspect of these claims is the reference to the uncertainties in these areas of research, which leads to the conclusion that science is uncertain about evolution, climate change, and vaccination, among others. The truth of the matter is that while the broad picture is clear, there exist--and will always exist--uncertainties about the details of the respective phenomena. In this book Kampourakis and McCain show that uncertainty is an inherent feature of science that does not devalue it. In contrast, uncertainty actually makes science advance because it motivates further research. The first book of its kind, Uncertainty draws on philosophy of science to explain what uncertainty in science is and how it makes science advance. It contrasts evolution, climate change, and vaccination, where the uncertainties are exaggerated, to genetic testing and forensic science where the uncertainties are usually overlooked. Kampourakis and McCain discuss the scientific, psychological, and philosophical aspects of uncertainty in order to explain what it is really about, what kind of problems it actually poses, and why it ultimately makes science advance. Contrary to the public representations of scientific findings and conclusions that produce an intuitive but distorted view of science as certain, we need to understand and learn to live with uncertainty in science.
Book Synopsis Teaching History for the Common Good by : Keith C. Barton
Download or read book Teaching History for the Common Good written by Keith C. Barton and published by Routledge. This book was released on 2004-07-13 with total page 349 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Teaching History for the Common Good, Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the public about the nature and purpose of teaching history, and they evaluate these debates in light of current research on students' historical thinking. In many cases, disagreements about what should be taught to the nation's children and how it should be presented reflect fundamental differences that will not easily be resolved. A central premise of this book, though, is that systematic theory and research can play an important role in such debates by providing evidence of how students think, how their ideas interact with the information they encounter both in school and out, and how these ideas differ across contexts. Such evidence is needed as an alternative to the untested assumptions that plague so many discussions of history education. The authors review research on students' historical thinking and set it in the theoretical context of mediated action--an approach that calls attention to the concrete actions that people undertake, the human agents responsible for such actions, the cultural tools that aid and constrain them, their purposes, and their social contexts. They explain how this theory allows educators to address the breadth of practices, settings, purposes, and tools that influence students' developing understanding of the past, as well as how it provides an alternative to the academic discipline of history as a way of making decisions about teaching and learning the subject in schools. Beyond simply describing the factors that influence students' thinking, Barton and Levstik evaluate their implications for historical understanding and civic engagement. They base these evaluations not on the disciplinary study of history, but on the purpose of social education--preparing students for participation in a pluralist democracy. Their ultimate concern is how history can help citizens engage in collaboration toward the common good. In Teaching History for the Common Good, Barton and Levstik: *discuss the contribution of theory and research, explain the theory of mediated action and how it guides their analysis, and describe research on children's (and adults') knowledge of and interest in history; *lay out a vision of pluralist, participatory democracy and its relationship to the humanistic study of history as a basis for evaluating the perspectives on the past that influence students' learning; *explore four principal "stances" toward history (identification, analysis, moral response, and exhibition), review research on the extent to which children and adolescents understand and accept each of these, and examine how the stances might contribute to--or detract from--participation in a pluralist democracy; *address six of the principal "tools" of history (narrative structure, stories of individual achievement and motivation, national narratives, inquiry, empathy as perspective-taking, and empathy as caring); and *review research and conventional wisdom on teachers' knowledge and practice, and argue that for teachers to embrace investigative, multi-perspectival approaches to history they need more than knowledge of content and pedagogy, they need a guiding purpose that can be fulfilled only by these approaches--and preparation for participatory democracy provides such purpose. Teaching History for the Common Good is essential reading for history and social studies professionals, researchers, teacher educators, and students, as well as for policymakers, parents, and members of the general public who are interested in history education or in students' thinking and learning about the subject.
Book Synopsis Preserving History by : Scott Monroe Waring
Download or read book Preserving History written by Scott Monroe Waring and published by IAP. This book was released on 2011-06-01 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: What and how to teach in the K-16 classroom history has been a perennial and, at times, heated debate. Beginning as early as 1892, the question of what knowledge is of the most worth and what should be the central function of the history curriculum became a focus of many interested in education. It was felt that the teachers needed to move away from “traditional” methods of teaching history, such as rote memorization and the “dry and lifeless system of instruction by textbook,” and find new and engaging ways to “broaden and cultivate the mind.” Unfortunately, these recommendations faced many critics and did not take hold in K-16 classrooms at this time or, frankly, at any point since then. Even though we tend to have a nostalgic memory of earlier time periods and, in turn, the educational capabilities of the children from various times in our nation’s past, the results from multiple studies examining the historical knowledge base of America’s youth has remained fairly discouraging. Much of the lack of knowledge present stems from the manner in which history is traditionally taught. Ineffective instructional methods greatly impact the interest levels, or more frequently the distaste, generated for learning about historical content and, thus, the public’s corresponding perception of the importance of history within K-16 curricula. This book makes an effort at overcoming the persistent boredom and lack of historical knowledge present in our students, by focusing on ways in which history instruction can be improved.
Book Synopsis Engagement in Teaching History by : Frederick D. Drake
Download or read book Engagement in Teaching History written by Frederick D. Drake and published by Prentice Hall. This book was released on 2009 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can history be taught effectively? Does knowing about the past give meaning to the present and hints to what will happen in the future? This book responds to these questions as it explores the key elements of history instruction-the use of primary sources and narratives, involving students in the historical inquiry through classroom discussions, teaching toward chronological thinking, and the use of historical documents to develop in students a "detective approach" to solving historical problems. Taking a systematic approach to improve students' historical thinking, this book emphasizes certain strategies that will help students know more about the past in ways that will help them in their lives today. The second edition is organized in three parts-Part One describes the theoretical background to teaching history. Part Two, "Planning and Assessment," emphasizes the importance of good organization and lesson planning as well as how to assess students' knowledge, reasoning power, and effective use of communication in the history classroom. Part Three, "Instruction," focuses on the use of primary sources, class discussions, incorporating photographs and paintings, and writing in teaching history. Both the study of history and the teaching of history are multifaceted. The author's hope in writing this book is to engage new and experienced teachers in thoughtful discourse regarding the teaching and learning of history and to develop lifelong learners of history in the 21st century.
Book Synopsis Reading Like a Historian by : Sam Wineburg
Download or read book Reading Like a Historian written by Sam Wineburg and published by Teachers College Press. This book was released on 2015-04-26 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: This practical resource shows you how to apply Sam Wineburgs highly acclaimed approach to teaching, "Reading Like a Historian," in your middle and high school classroom to increase academic literacy and spark students curiosity. Chapters cover key moments in American history, beginning with exploration and colonization and ending with the Cuban Missile Crisis.
Book Synopsis Funds of Knowledge by : Norma Gonzalez
Download or read book Funds of Knowledge written by Norma Gonzalez and published by Routledge. This book was released on 2006-04-21 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.
