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Insights from Research in Science Teaching and Learning

Selected Papers from the ESERA 2013 Conference

  • Book
  • © 2016

Overview

Editors:
  1. Nicos Papadouris

    1. Department of Educational Sciences, Learning in Science Group, University of Cyprus, Nicosia, Cyprus

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  2. Angela Hadjigeorgiou

    1. Department of Educational Sciences, Learning in Science Group, University of Cyprus, Nicosia, Cyprus

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    You can also search for this editor in PubMed   Google Scholar

  3. Constantinos P. Constantinou

    1. Department of Educational Sciences, Learning in Science Group, University of Cyprus Learning in Science Group, Nicosia, Cyprus

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  • Explores a broad range of issues within science education
  • Reports on topical science education research in Europe
  • Covers a variety of research traditions

Part of the book series: Contributions from Science Education Research (CFSE, volume 2)

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Table of contents (19 chapters)

  1. Front Matter

    Pages i-ix
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  2. Overview of the Book

    1. Front Matter

      Pages 1-1
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    2. Introduction

      • Angela Hadjigeorgiou, Nicos Papadouris, Constantinos P. Constantinou
      Pages 3-8

  3. Science Teaching Processes

    1. Front Matter

      Pages 9-9
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    2. How Does Knowledge Live in a Classroom?

      • Andrée Tiberghien
      Pages 11-27

    3. Process-Oriented and Product-Oriented Assessment of Experimental Skills in Physics: A Comparison

      • Nico Schreiber, Heike Theyßen, Horst Schecker
      Pages 29-43

    4. Students’ Use of Science and Mathematics in Practical Projects in Design and Technology

      • Berit Bungum, Bjørn-Tore Esjeholm, Dag Atle Lysne
      Pages 45-58

    5. Can the Principles of Topic-Specific PCK Be Applied Across Science Topics? Teaching PCK in a Pre-Service Programme

      • Marissa Rollnick, Elizabeth Mavhunga
      Pages 59-72

    6. The Efficacy of Visuohaptic Simulations in Teaching Concepts of Thermal Energy, Pressure, and Random Motion

      • M. Gail Jones, Gina Childers, Brandon Emig, Joel Chevrier, Vanessa Stevens, Hong Tan
      Pages 73-86

  4. Conceptual Understanding

    1. Front Matter

      Pages 87-87
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    2. Content-Focused Research for Innovation in Teaching/Learning Electromagnetism: Approaches from GIREP Community

      • Jenaro Guisasola, Marcus Hartlapp, Ryan Hazelton, Paula Heron, Ian Lawrence, Marisa Michelini et al.
      Pages 89-105

    3. Talking About Electricity: The Importance of Hearing Gestures As Well As Words

      • Carol J. Callinan
      Pages 107-120

  5. Reasoning Strategies in Science Learning

    1. Front Matter

      Pages 121-121
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    2. Students’ Reasoning in Making Predictions About Novel Situations: The Role of Self-Generated Analogies

      • Nikolaos Fotou, Ian Abrahams
      Pages 123-138

    3. A Framework to Explore the Role of Mathematics During Physics Lessons in Upper-Secondary School

      • Andreas Redfors, Lena Hansson, Örjan Hansson, Kristina Juter
      Pages 139-151

    4. From Algorithmic Science Teaching to “Know” to Research-Based Transformative Inter-Transdisciplinary Learning to “Think”: Problem Solving in the STES/STEM and Sustainability Contexts

      • Uri Zoller
      Pages 153-168

    5. Scientific Argumentation Model (SAM): A Heuristic for Reading Research Articles by Science Students

      • Edwin van Lacum, Marcel Koeneman, Miriam Ossevoort, Martin Goedhart
      Pages 169-183

  6. Early Years Science Education

    1. Front Matter

      Pages 185-185
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    2. Identifying and Enhancing the Science Within Early Years Holistic Practice

      • Terry Russell, Linda McGuigan
      Pages 187-200

    3. ‘Creative Little Scientists’ Project: Mapping and Comparative Assessment of Early Years Science Education Policy and Practice

      • Fani Stylianidou, Esme Glauert, Dimitris Rossis, Sari Havu-Nuutinen
      Pages 201-220
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Keywords

About this book

This book includes studies that represent the state of the art in science education research and convey a sense of the variation in educational traditions around the world. The papers are organized into six main sections: science teaching processes, conceptual understanding, reasoning strategies, early years science education, and affective and social aspects of science teaching and learning. The volume features 18 papers, selected from the most outstanding papers presented during the 10th European Science Education Research Association (ESERA) Conference, held in Nicosia, Cyprus, in September 2013. The theme of the conference was “Science Education Research for Evidence-based Teaching and Coherence in Learning”. The studies presented underline aspects of great relevance in contemporary science education: the need to reflect on different approaches to enhance our knowledge of learning processes and the role of context, designed or circumstantial, formal or non-formal, in learning and instruction. These studies are innovative in the issues they explore, the methods they use, or the ways in which emergent knowledge in the field is represented. The book is of interest to science educators and science education researchers with a commitment to evidence informed teaching and learning.

Editors and Affiliations

  • Department of Educational Sciences, Learning in Science Group, University of Cyprus, Nicosia, Cyprus

    Nicos Papadouris, Angela Hadjigeorgiou

  • Department of Educational Sciences, Learning in Science Group, University of Cyprus Learning in Science Group, Nicosia, Cyprus

    Constantinos P. Constantinou

Bibliographic Information

  • Book Title: Insights from Research in Science Teaching and Learning

  • Book Subtitle: Selected Papers from the ESERA 2013 Conference

  • Editors: Nicos Papadouris, Angela Hadjigeorgiou, Constantinos P. Constantinou

  • Series Title: Contributions from Science Education Research

  • DOI: https://doi.org/10.1007/978-3-319-20074-3

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer International Publishing Switzerland 2016

  • Hardcover ISBN: 978-3-319-20073-6Published: 13 November 2015

  • Softcover ISBN: 978-3-319-37048-4Published: 23 August 2016

  • eBook ISBN: 978-3-319-20074-3Published: 02 November 2015

  • Series ISSN: 2213-3623

  • Series E-ISSN: 2213-3631

  • Edition Number: 1

  • Number of Pages: IX, 313

  • Topics: Science Education, Learning & Instruction, Teaching and Teacher Education

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