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Approaches and Strategies in Next Generation Science Learning

Book Description

Approaches and Strategies in Next Generation Science Learning examines the challenges involved in the development of modern curriculum models, teaching strategies, and assessments in science education in order to prepare future students in the 21st century economies. This comprehensive collection of research brings together science educators, researchers and administrators interested in enhancing the teaching and learning of next generation science.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Editorial Advisory Board and List of Reviewers
    1. Editorial Advisory Board
  5. Preface
    1. THEORETICAL FOUNDATION AND CONCEPTUAL FRAMEWORKS
    2. MODELING, SIMULATION, AND GAMES
    3. CURRICULUM INNOVATIONS
    4. EVALUATION AND ASSESSMENT ISSUES
    5. CONCLUSION
  6. Section 1: Theoretical Foundation and Conceptual Frameworks
    1. Chapter 1: Self-Regulated Learning as a Method to Develop Scientific Thinking
      1. ABSTRACT
      2. INTRODUCTION
      3. THE ROLE OF SCIENTIFIC THINKING IN SCIENCE EDUCATION
      4. INCORPORATING SCIENTIFIC THINKING INTO INSTRUCTION
      5. TEACHING EXPLICIT AND REFLECTIVE APPROACHES TO THE NATURE OF SCIENCE
      6. STUDENTS’ NOS KNOWLEDGE
      7. MECHANISMS OF EXPLICIT AND REFLECTIVE INSTRUCTION
      8. SELF-REGULATED LEARNING AND THE NATURE OF SCIENCE
      9. FORETHOUGHT
      10. PERFORMANCE
      11. SELF-REFLECTION
      12. COMPARING NAÏVE AND SKILLFUL SELF-REGULATED NOS LEARNERS
      13. EVIDENCE OF SELF-REGULATION OF NATURE OF SCIENCE KNOWLEDGE
      14. FUTURE OF NOS RESEARCH
    2. Chapter 2: Multiple Perspectives for the Study of Teaching
      1. ABSTRACT
      2. INTRODUCTION
      3. PURPOSE
      4. ASSUMPTIONS ABOUT TEACHER KNOWLEDGE
      5. TEACHING AND TEACHER KNOWLEDGE: FURTHER CONCEPTUALIZATIONS
      6. GENERAL IMPLICATIONS
      7. CONCLUDING THOUGHTS AND CHALLENGES AHEAD
    3. Chapter 3: Teaching a Socially Controversial Scientific Subject
      1. ABSTRACT
      2. INTRODUCTION
      3. CONCLUSION
    4. Chapter 4: A Theoretical and Methodological Approach to Examine Young Learners’ Cognitive Engagement in Science Learning
      1. ABSTRACT
      2. OUTLINE OF THE CHAPTER
      3. THEORETICAL FRAMEWORK
      4. CURRENT METHODOLOGICAL APPROACHES TO EXAMINE COGNITIVE ENGAGEMENT
      5. EMPLOYMENT OF THE METHODOLOGY WITH AN EXAMPLE STUDY
      6. DISCUSSION
  7. Section 2: Modeling, Simulation, and Games
    1. Chapter 5: Argumentation and Modeling
      1. ABSTRACT
      2. INTRODUCTION
      3. WHAT ARE ARGUMENTATION AND MODELING?
      4. WHAT SHOULD STUDENTS UNDERSTAND?
      5. INTEGRATING ARGUMENTATION AND MODELS
      6. INTEGRATING ARGUMENTATION AND MODELING
      7. DESIGN GUIDELINES FOR INTEGRATING MODELING AND ARGUMENTATION IN AGENT-BASED COMPUTATIONAL ENVIRONMENTS
      8. A CLOSER LOOK AT THE DISCURSIVE PRACTICES RELATED TO ARGUMENTATION IN THE INTEGRATED MODELING ENVIRONMENTS
      9. SUMMARY AND DISCUSSION
    2. Chapter 6: Reification of Five Types of Modeling Pedagogies with Model-Based Inquiry (MBI) Modules for High School Science Classrooms
      1. ABSTRACT
      2. INTRODUCTION
      3. MODELING AS SCIENCE AND SCIENCE LEARNING
      4. OUR COLLABORATION PROJECT FOR MODEL-BASED INQUIRY (MBI)
      5. MODELING PEDAGOGIES IN PRACTICE: ELECTROSTATIC ENERGY MODULE
      6. MODELING PEDAGOGIES IN PRACTICE: ADDITIONAL MBI MODULES
      7. CONCLUSION AND FUTURE DIRECTIONS WITH THE MODELING PEDAGOGIES
    3. Chapter 7: Why Immersive, Interactive Simulation Belongs in the Pedagogical Toolkit of “Next Generation” Science
      1. ABSTRACT
      2. INTRODUCTION
      3. AN OVERVIEW OF SIMCITY™ 4
      4. THE INTERACTIVE SIMULATION: INDUSTRY OVERLOAD
      5. CONCLUSION
    4. Chapter 8: Teachers and Teaching in Game-Based Learning Theory and Practice
      1. ABSTRACT
      2. INTRODUCTION
      3. RESEARCH ON GAMES AND LEARNING
      4. TEACHERS’ BELIEFS AND ATTITUDES TOWARD TECHNOLOGY
      5. SCHOOL-CENTERED AND ORGANIZATIONAL TENSIONS WITH GAMES
      6. UNDERSPECIFIED ROLE FOR TEACHERS IN GAME-BASED LEARNING PRACTICES
      7. THE “MISSING LINK”: TEACHERS’ IDENTIFICATION AS GAMERS AND MAKERS OF GAMES
      8. FINAL THOUGHTS
  8. Section 3: Curriculum Innovations
    1. Chapter 9: Opening Both Eyes
      1. ABSTRACT
      2. INTRODUCTION
      3. INTEGRATED GEOLOGICAL-BIOLOGICAL LEARNING: A HISTORICAL REFERENCE
      4. BENEFITS OF INTEGRATED SCIENTIFIC LEARNING: THE HUMAN CONSTRUCTIVIST VIEW
      5. INTEGRATED GEOLOGICAL-BIOLOGICAL LEARNING IN K-12, COLLEGE, AND INFORMAL EDUCATIONAL SETTINGS
      6. DISCUSSIONS AND RECOMMENDATIONS FOR IMPLEMENTING A GEOLOGICAL-BIOLOGICAL APPROACH
      7. CHALLENGES AND FUTURE DIRECTIONS OF INTEGRATED GEOLOGICAL-BIOLOGICAL LEARNING
    2. Chapter 10: Promoting the Physical Sciences among Middle School Urban Youth through Informal Learning Experiences
      1. ABSTRACT
      2. INTRODUCTION
      3. TRENDS IN PHYSICAL SCIENCES AMONG U.S. HIGH SCHOOL STUDENTS
      4. WHY ARE THE PHYSICAL SCIENCES IMPORTANT IN MIDDLE SCHOOL?
      5. PROMOTING EARLY ACCESS TO THE PHYSICAL SCIENCES: A STANDARDS-BASED APPROACH
      6. STRUCTURE OF THE BRONX INSTITUTE PHYSICS AND CHEMISTRY COURSEWORK
      7. RESEARCH AND RESULTS
      8. DISCUSSION AND IMPLICATIONS
    3. Chapter 11: Rooted in Teaching
      1. ABSTRACT
      2. ROOTED IN TEACHING: DOES ENVIRONMENTAL SOCIALIZATION IMPACT TEACHERS’ INTEREST IN SCIENCE-RELATED TOPICS?
      3. LITERATURE REVIEW
      4. PURPOSE OF THE STUDY
      5. RESULTS
      6. DISCUSSION
      7. IMPLICATIONS
      8. LIMITATIONS AND FUTURE RESEARCH
    4. Chapter 12: Analysis of Discourse Practices in Elementary Science Classrooms using Argument-Based Inquiry during Whole-Class Dialogue
      1. ABSTRACT
      2. INTRODUCTION
      3. ARGUMENTATION IN PRACTICE
      4. SCIENTIFIC ARGUMENTATION IN CLASSROOMS
      5. SUSTAINED UNDERSTANDING AND PEDAGOGICAL PRACTICE OF SCIENTIFIC ARGUMENTATION
      6. ELEMENTS OF CONVERSATIONAL DIALOGUE
      7. METHODOLOGY AND PARTICIPANTS
      8. RESULTS
      9. SUMMARY OF LOW IMPLEMENTATION
      10. SUMMARY OF MEDIUM LEVEL IMPLEMENTATION
      11. SUMMARY OF HIGH LEVEL IMPLEMENTATION
      12. DISCUSSION
      13. CONCLUSION
  9. Section 4: Evaluation and Assessment Issues
    1. Chapter 13: Next Generation Science Assessment
      1. ABSTRACT
      2. NEXT GENERATION SCIENCE ASSESSMENT: PUTTING RESEARCH INTO CLASSROOM PRACTICE
      3. WHAT TO ASSESS IN SCIENCE CLASSROOMS? A STARTING POINT
      4. REFORM AND INNOVATIONS IN SCIENCE ASSESSMENT TASKS
      5. GUIDING CLASSROOM ASSESSMENT PRINCIPLES
      6. CHALLENGES TO PUTTING SCIENCE ASSESSMENT RESEARCH INTO CLASSROOM PRACTICE
      7. CONCLUDING REMARKS
      8. APPENDIX
    2. Chapter 14: A Tool for Analyzing Science Standards and Curricula for 21st Century Science Education
      1. ABSTRACT
      2. INTRODUCTION
      3. CONCEPTUAL BASIS
      4. TOOL FOR ANALYZING SCIENCE STANDARDS AND CURRICULA (TASSC)
      5. CASE STUDIES USING TASSC
      6. DISCUSSION
      7. CONCLUSION AND IMPLICATIONS
      8. APPENDIX 1
      9. APPENDIX 2
      10. APPENDIX 3
    3. Chapter 15: Measuring and Facilitating Highly Effective Inquiry-Based Teaching and Learning in Science Classrooms
      1. ABSTRACT
      2. MEASURING AND FACILITATING HIGHLY EFFECTIVE INQUIRY-BASED TEACHING AND LEARNING IN SCIENCE CLASSROOMS
      3. EQUIP OVERVIEW
      4. EQUIP RELIABILITY AND VALIDITY INFORMATION
      5. SAMPLE LESSON ANALYZED USING EQUIP
      6. IMPROVING QUALITY OF INQUIRY TEACHING
      7. EQUIP AND STUDENT ACHIEVEMENT
      8. IMPLICATIONS
  10. Compilation of References
  11. About the Contributors