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Learning Through School Science Investigation

Teachers Putting Research into Practice

  • Book
  • © 2018

Overview

Authors:
  1. Azra Moeed

    1. School of Education, Victoria University of Wellington, Wellington, New Zealand

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    You can also search for this author in PubMed   Google Scholar

  2. Dayle Anderson

    1. School of Education, Victoria University of Wellington, Wellington, New Zealand

    View author publications

    You can also search for this author in PubMed   Google Scholar

  • Complements school science investigation as a pedagogical approach in international curricula with research evidence-based information

  • Provides useful findings for researchers, teacher educators, student teachers, and primary and secondary school educators alike

  • Includes case studies that provide in-depth information and illustrative exampless

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Table of contents (7 chapters)

  1. Front Matter

    Pages i-xvi
    Download chapter PDF

  2. Introduction: School Science Investigation—What Research Says?

    • Azra Moeed, Dayle Anderson
    Pages 1-16

  3. The New Zealand Context and Research Design

    • Azra Moeed, Dayle Anderson
    Pages 17-31

  4. Science Investigation in Primary School

    • Azra Moeed, Dayle Anderson
    Pages 33-69

  5. Science Investigation in Secondary School

    • Azra Moeed, Dayle Anderson
    Pages 71-91

  6. Science Investigation in Primary School: Changes to Teacher Practice

    • Azra Moeed, Dayle Anderson
    Pages 93-108

  7. Science Investigation in Secondary School: Changes to Teacher Practice

    • Azra Moeed, Dayle Anderson
    Pages 109-130

  8. Enhancing Learning Through School Science Investigation

    • Azra Moeed, Dayle Anderson
    Pages 131-140
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Keywords

About this book

This book explores teaching and learning through science investigation and practical work. It draws upon two representative case studies from New Zealand and examines what students are learning from science investigation; in addition, it identifies and describes ways in which teachers can make changes that benefit student learning when given time to reflect and respond to research literature and findings. The book illustrates how teaching through science investigations in ways that are informed by research can lead to positive learning outcomes for students. As such, it offers valuable insights for practitioners, researchers, and educators with an interest in learning through science investigation.

Reviews

“Each chapter provides clear reference points for the intended audience (teachers, preservice teachers, researchers, and educators) regarding teachers’ practice and the ongoing challenges in science investigation. The analysis of these practices is supported by extensive research literature. ... there are interesting and thought-provoking “Questions to Consider”. ... This book is an important addition to the literature and a valuable resource to all lifelong learners in science education, namely, science teacher educators, science education researchers, science teachers and pre-service science teachers.” (Senka Henderson, Curriculum Perspectives, Vol. 40, 2020)

Authors and Affiliations

  • School of Education, Victoria University of Wellington, Wellington, New Zealand

    Azra Moeed, Dayle Anderson

About the authors

Dr Azra Moeed is an Associate Professor of Science Teacher Education at Victoria University of Wellington. Her research interests include science education, science teacher education, and environmental education. She has an interest in classroom research and has published in international journals and presented at conferences. Azra has been involved in several international and national projects and received the National Tertiary Excellence in Teaching Award in 2016.


Dr Dayle Anderson is a Senior Lecturer of Science and Mathematics Teacher Education at Victoria University of Wellington. Her research interests include primary science education, science teacher education, culturally responsive teaching, and classroom-based projects.  Dayle is currently involved in a national Science Teaching Leadership Programme organised by the New Zealand Royal Society - Te Apārangi. She has presented at conferences and published nationally and internationally.


Bibliographic Information

  • Book Title: Learning Through School Science Investigation

  • Book Subtitle: Teachers Putting Research into Practice

  • Authors: Azra Moeed, Dayle Anderson

  • DOI: https://doi.org/10.1007/978-981-13-1616-6

  • Publisher: Springer Singapore

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Nature Singapore Pte Ltd. 2018

  • Hardcover ISBN: 978-981-13-1615-9Published: 07 September 2018

  • Softcover ISBN: 978-981-13-4655-2Published: 10 January 2019

  • eBook ISBN: 978-981-13-1616-6Published: 24 August 2018

  • Edition Number: 1

  • Number of Pages: XVI, 140

  • Number of Illustrations: 33 b/w illustrations

  • Topics: Science Education, Teaching and Teacher Education, Curriculum Studies

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