Books in the Innovations in Science Education and Technology series

Science teachers come in many varieties, but they share a common goal: to nurture learners. Scientists teamed with teachers and their students represent a very real and rich opportunity to involve students in real science as practiced.

This book examines educational semiotics and the representation of knowledge in school science. It discusses the strategic integration of animation in science education. It explores how learning through the creation of science animations takes place, as well as how animation can be used in assessing student¿s science learning.Science education animations are ubiquitous in a variety of different online sites, including perhaps the most popularly accessed YouTube site, and are also routinely included as digital augmentations to science textbooks. They are popular with students and teachers and are a prominent feature of contemporary science teaching. The proliferation of various kinds of science animations and the ready accessibility of sophisticated resources for creating them have emphasized the importance of research into various areas: the nature of the semiotic construction of knowledge in the animation design, the development of critical interpretation of available animations, the strategic selection and use of animations to optimize student learning, student creation of science animations, and using animation in assessing student science learning. This book brings together new developments in these research agendas to further multidisciplinary perspectives on research to enhance the design and pedagogic use of animation in school science education. Chapter 1 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

This book shows how elements of geoscience research can be successfully incorporated in a wide range of teaching and outreach contexts through innovative approaches. Covers pedagogical approaches, creative use of resources and a variety of outreach contexts.

Bringing together a wide collection of ideas, reviews, analyses and new research on particulate and structural concepts of matter, Concepts of Matter in Science Education informs practice from pre-school through graduate school learning and teaching and aims to inspire progress in science education.

This book explores the beneficial impact of pedagogically updated practices and approaches in the teaching of science concepts as well as elaborates on future challenges and emerging issues that address Science and Technology Education. By pointing out new research directions it informs educational practices and bridges the gap between research and practice providing information, ideas and new perspectives. The book also promotes discussions and networking among scientists and stakeholders such as researchers, professors, students and companies developing educational software and ICT tools. The volume presents papers from the First International Conference on "New Developments in Science and Technology Education" (1st NDSTE) that was structured around four main thematic axes Modern Pedagogies in Science and Technology Education, New Technologies in Science and Technology Education, Teaching and Learning in the light of Inquiry learning Methods and Interest, Attitude and Motivation in Science.

This book addresses the point of intersection between cognition, metacognition, and culture in learning and teaching Science, Technology, Engineering, and Mathematics (STEM).

This book addresses the point of intersection between cognition, metacognition, and culture in learning and teaching Science, Technology, Engineering, and Mathematics (STEM).

This book specifies the foundation for Adapted Primary Literature (APL), a novel text genre that enables the learning and teaching of science using research articles that were adapted to the knowledge level of high-school students.

This book delves into a review of current research, active learning strategies, Web courseware, metacognition, strategies for Web discussions, promoting student self-regulation, building interactive Web pages, basic HTML coding, managing Web sites, using databases, automated testing, and security and legal issues.

Bringing together a wide collection of ideas, reviews, analyses and new research on particulate and structural concepts of matter, Concepts of Matter in Science Education informs practice from pre-school through graduate school learning and teaching and aims to inspire progress in science education.

For many people, a high standard for student learning is desirable. This book, Linking Competence to Opportunities to Learn: Models of Competence and data mining, provides me an opportunity to examine standards from a different perspective: opportunity to learn.

Although the project has long since lost count of the number of implem- tations of the model, conservative estimates are that more than 100 community and four year colleges and a range of universities have adopted the PLTL model to advance student learning for more than 20,000 students in a variety of STEM disciplines.

Although the project has long since lost count of the number of implem- tations of the model, conservative estimates are that more than 100 community and four year colleges and a range of universities have adopted the PLTL model to advance student learning for more than 20,000 students in a variety of STEM disciplines.

For many people, a high standard for student learning is desirable. This book, Linking Competence to Opportunities to Learn: Models of Competence and data mining, provides me an opportunity to examine standards from a different perspective: opportunity to learn.

This resource manual for college-level science instructors reevaluates the role of testing in their curricula and describes innovative techniques pioneered by other teachers.

This resource manual for college-level science instructors reevaluates the role of testing in their curricula and describes innovative techniques pioneered by other teachers.

The committee interviewed selected senior and junior Harvard faculty, Harvard and Radcliffe administrators, students, and alumni/ae.

Robert Karplus, a professor of physics at the University of California, Berkeley, USA, became a leader in the movement to reform elementary school science in the 1960s. This book tries to capture the essence of his life and work and presents selections of his published articles in a helpful context.