Overview
- Supports the importance of knowledge bases for successful teaching of science
- Explores what expert classroom knowledge and practices may look like if values once again become central
- Represents a range of perspectives on this centrally important issue by an international group of well-known researchers
- Includes supplementary material: sn.pub/extras
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Table of contents (17 chapters)
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Front Matter
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Back Matter
Keywords
- Bildung
- Didaktik
- Humanistic Science
- Japanese school science
- RIKA
- Science for All
- Science for Public Understanding
- evidence-based practice
- king's college london
- knowledge base
- knowledge bases
- knowledge basis
- knowledge domain
- monash university
- science education
- science knowledge domains
- science teaching
- scientific literacy
About this book
Over the past twenty years, much has been written about the knowledge bases thought necessary to teach science. Shulman has outlined seven knowledge domains needed for teaching, and others, such as Tamir, have proposed somewhat similar domains of knowledge, specifically for science teachers. Aspects of this knowledge have changed because of shifts in curriculum thinking, and the current trends in science education have seen a sharp increase in the significance of the knowledge bases. The development of a standards-based approach to the quality of science teaching has become common in the Western world, and phrases such as “evidence-based practice” have been tossed around in the attempt to “measure” such quality. The Professional Knowledge Base of Science Teaching explores the knowledge bases considered necessary for science teaching. It brings together a number of researchers who have worked with science teachers, and they address what constitutes evidence of high quality science teaching, on what basis such evidence can be judged, and how such evidence reflects the knowledge basis of the modern day professional science teacher. This is the second book produced from the Monash University- King’s College London International Centre for the Study of Science and Mathematics Curriculum. The first book presented a big picture of what science education might be like if values once again become central while this book explores what classroom practices may look like based on such a big picture.
Editors and Affiliations
Bibliographic Information
Book Title: The Professional Knowledge Base of Science Teaching
Editors: Deborah Corrigan, Justin Dillon, Richard Gunstone
DOI: https://doi.org/10.1007/978-90-481-3927-9
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media B.V. 2011
Hardcover ISBN: 978-90-481-3926-2Published: 11 March 2011
Softcover ISBN: 978-94-017-8297-5Published: 11 November 2014
eBook ISBN: 978-90-481-3927-9Published: 01 March 2011
Edition Number: 1
Number of Pages: XVI, 326