Overview
- Editors:
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Aaron J. Sickel
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Western Sydney University, Australia
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Stephen B. Witzig
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University of Massachusetts Dartmouth, USA
- This book provides a wide range of perspectives on designing and teaching secondary science methods courses from experts across the world.
- This book provides a unique combination of over-arching design principles along with detailed teaching and assessment strategies that can be adopted by other teacher educators when designing science methods courses.
- This book provides descriptions of both interdisciplinary science methods courses, and methods courses specific to the different science subjects, i.e. biology, chemistry, physics, and Earth Science.
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Table of contents (13 chapters)
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Front Matter
Pages i-viii
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- Stephen B. Witzig, Aaron J. Sickel
Pages 1-8
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Interdisciplinary Science Methods Courses
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- Shirly Avargil, Ornit Spektor-Levy, Michal Zion
Pages 53-70
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Interdisciplinary Science Methods Courses
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- Fred Janssen, Jan Van Driel
Pages 91-107
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- Danusa Munford, Marina De Lima Tavares, Francisco Ângelo Coutinho, Maria Luiza Neves
Pages 109-127
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- Sevgi Aydin-Günbatar, Betül Demirdöğen
Pages 129-148
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- Elizabeth Mavhunga, Marissa Rollnick
Pages 149-170
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- Keith Postlethwaite, Nigel Skinner
Pages 171-187
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Synthesis across Contexts
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Front Matter
Pages 223-223
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- Aaron J. Sickel, Stephen B. Witzig
Pages 225-250
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Back Matter
Pages 251-255
About this book
The improvement of science education is a common goal worldwide. Countries not only seek to increase the number of individuals pursuing careers in science, but to improve scientific literacy among the general population. As the teacher is one of the greatest influences on student learning, a focus on the preparation of science teachers is essential in achieving these outcomes. A critical component of science teacher education is the methods course, where pedagogy and content coalesce. It is here that future science teachers begin to focus simultaneously on the knowledge, dispositions and skills for teaching secondary science in meaningful and effective ways. This book provides a comparison of secondary science methods courses from teacher education programs all over the world. Each chapter provides detailed descriptions of the national context, course design, teaching strategies, and assessments used within a particular science methods course, and is written by teacher educators who actively research science teacher education. The final chapter provides a synthesis of common themes and unique features across contexts, and offers directions for future research on science methods courses. This book offers a unique combination of ‘behind the scenes’ thinking for secondary science methods course designs along with practical teaching and assessment strategies, and will be a useful resource for teacher educators in a variety of international contexts.
Editors and Affiliations
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Western Sydney University, Australia
Aaron J. Sickel
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University of Massachusetts Dartmouth, USA
Stephen B. Witzig