Editors:
Provides new insights into the characteristics of quality primary science teaching through the analysis of video
Showcases a model for conducting classroom research across cultural contexts
Gives important evidence-based implications for enhancing primary science teaching, and pre- and in-service teacher education
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Table of contents (13 chapters)
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Front Matter
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Introduction to the Research Project
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Front Matter
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Case Study Analyses
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Front Matter
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Meta-reflections on Teaching and Learning, and Cross-Cultural Classroom Research
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Front Matter
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Back Matter
About this book
This edited volume explores how primary school teachers create rich opportunities for science learning, higher order thinking and reasoning, and how the teaching of science in Australia, Germany and Taiwan is culturally framed. It draws from the international and cross-cultural science education study EQUALPRIME: Exploring quality primary education in different cultures: A cross-national study of teaching and learning in primary science classrooms. Video cases of Year 4 science teaching were gathered by research teams based at Edith Cowan University, Deakin University, the Freie Universität Berlin, the National Taiwan Normal University and the National Taipei University of Education. Meetings of these research teams over a five year period at which data were shared, analysed and interpreted have revealed significant new insights into the social and cultural framing of primary science teaching, the complexities of conducting cross-cultural video-based research studies, and the strategies and semiotic resources employed by teachers to engage students in reasoning and meaning making. The book’s purpose is to disseminate the new insights into quality science teaching and how it is framed in different cultures; methodological advancements in the field of video-based classroom research in cross-cultural settings; and, implications for practice, teacher education and research.
“The chapters (of this book) address issues of contemporary relevance and theoretical significance: embodiment, discursive moves, the social unit of learning and instruction, inquiry, and reasoning through representations. Through all of these, the EQUALPRIME team manages to connect the multiple cultural perspectives that characterise this research study. The ‘meta-reflection’ chapters offer a different form of connection, linking cultural and theoretical perspectives on reasoning, quality teaching and video-based research methodologies. The final two chapters offer connective links to implications for practice in teacher education and in cross-cultural comparative research into teaching and learning. These multiple and extensive connections constitute one of the books most significant accomplishments.
The EQUALPRIME project, as reported in this book, provides an important empirical base that must be considered by any system seeking to promote sophisticated science learning and instructional practices in primary school classrooms. By exploring the classroom realisation of aspirational science pedagogies, the EQUALPRIME project also speaks to those involved in teacher education and to teachers. I commend this book to the reader. It offers important insights, together with a model of effective, collegial, collaborative inter-cultural research. It will help us to move forward in important ways”.
Professor David Clarke, Melbourne University
Keywords
- Classroom settings
- Cross-cultural classroom research
- Cross-cultural studies
- EQUALPRIME
- Elementary science education
- Embodied strategies
- Higher order thinking skills
- Individual student work
- Inquiry learning
- Reasoning skills
- Science learning
- Science teacher education
- Science teaching
- Small group work
- Student engagement
- Video-based classroom research
- Video-based research studies
- Whole class work
- primary science teaching
- video ethnography
Editors and Affiliations
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School of Education, Edith Cowan University, Perth, Australia
Mark W. Hackling
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Center for Research in Primary Education (Arbeitsstelle Bildungsforschung Primarstufe), Freie Universität Berlin, Berlin, Germany
Jörg Ramseger
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Department of Education, National Taiwan Normal University, Taipei, Taiwan
Hsiao-Lan Sharon Chen
About the editors
Dr Hsiao-Lan Sharon Chen is Professor of Curriculum and Instruction in the Department of Education at the National Taiwan Normal University, Taipei, Taiwan.
Bibliographic Information
Book Title: Quality Teaching in Primary Science Education
Book Subtitle: Cross-cultural Perspectives
Editors: Mark W. Hackling, Jörg Ramseger, Hsiao-Lan Sharon Chen
DOI: https://doi.org/10.1007/978-3-319-44383-6
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer International Publishing Switzerland 2017
Hardcover ISBN: 978-3-319-44381-2Published: 01 November 2016
Softcover ISBN: 978-3-319-83044-5Published: 11 July 2018
eBook ISBN: 978-3-319-44383-6Published: 24 October 2016
Edition Number: 1
Number of Pages: XIX, 327
Number of Illustrations: 87 b/w illustrations
Topics: Science Education, International and Comparative Education, Learning & Instruction, Teaching and Teacher Education