Science education research and practice in Europe : retrospective and prospective /
edited by Doris Jorde, Justin Dillon.
- viii, 391 pages : illustrations ; 25 cm.
- Cultural perspectives in science education ; v. 5 .
- Cultural perspectives in science education ; v.5. .
Includes bibliographical references.
Science Education Research and Practice in Europe; ACKNOWLEDGEMENTS; CONTENTS; 1. SCIENCE EDUCATION RESEARCH AND PRACTICEIN EUROPE: RETROSPECTIVE AND PROSPECTIVE; INTRODUCTION; WHAT COUNTS AS EUROPE?; A RETROSPECTIVE LOOK AT SCIENCE EDUCATION IN EUROPE; England: An Example of the Development of Science Education in Europe; RESEARCH IN SCIENCE EDUCATION IN EUROPE; POLICY TEXTS AND THE NATURE OF SCIENCE EDUCATION; SCIENCE EDUCATION RESEARCH AND DEVELOPMENT IN THE EU; REFERENCES; AFFILIATIONS; 2. THE MODEL OF EDUCATIONAL RECONSTRUCTION -- A FRAMEWORK FOR IMPROVING TEACHING AND LEARNING SCIENCE. OVERVIEWON THE INTERRDISCIPLINARRY NATURE OFF SCIENCE EDDUCATION; TRADITIONS OF SCIENCE EDUCATION RESEARCH; THE GERMAN TRADITION OF BILDUNG AND DIDAKTIK; THE MODEL OF EDUCATIONAL RECONSTRUCTION; Introductory Remarks; Epistemological Orientation; Overview of the Model; Component (1): Clarification and Analysis of Science Content; Component (2): Research on Teaching and Learning; Component (3): Design and Evaluation of Teaching and Learning Environments; The Recursive Process of Educational Reconstruction; The Model of Educational Reconstruction and Other Models of Instructional Design. CONCLUSIONS -- ON THE ROLE OF THE MODEL OF EDUCATIONALThe Model of Educational Reconstruction as a Framework for Science Education Research; Conceptual Reconstruction; The Model of Educational Reconstruction as a Model for Teacher Professional Development; The Model of Educational Reconstruction for Teacher Education; CODA; NOTES; REFERENCES; AFFILIATIONS; 3. TRANSCENDING SCIENCE: SCIENTIFIC LITERACY AND BILDUNG FOR THE 21ST CENTURY; OVERVIEW; INTRODUCTION; Bildung; Vision 1 and Vision 2; Transcending Science; THE DIMENSION OF NORMATIVITY; Moral/ethical; Political; Norms; Aesthetics. TransformationTEACHING AND LEARNING SCIENCE AS ACTION; Situating Science in an Activity; The Quest for Relevant Activities; A Pragmatist Interpretation; Developing Science Activities; LANGUAGE AND SCIENCE EDUCATION; Modes of Communication; Language Dimensions; CONCLUDING REMARKS; ACKNOWLEDGEMENTS; REFERENCES; 4. HOW RESEARCH ON STUDENTS' PROCESSES OF CONCEPT FORMATION CAN INFORM CURRICULUM DEVELOPMENT; ABSTRACT; INTRODUCTION; A BRIEF CRITICAL DISCUSSION OF RESEARCH ON CONCEPTUAL CHANGE; Theoretical Descriptions of Concepts and Conceptual Change; Concepts; Conceptual Change. Empirical Approaches towards Investigating Conceptual ChangeCONCLUSIONS; SAMPLE, PROCEDURES, AND METHODS; Procedures and Samples; Methods; EMPIRICAL RESULTS ON STUDENTS' PROCESSES OF CONCEPT FORMATION; Conceptual Qualities; From Conceptual Qualities to the Learning of Concepts; Phenomenon-Based and Model-Based Concepts; PHYSICS INSTRUCTION; Misconceptions and Demanding Science Concepts; Misconceptions as a Result of Generalization Over Classes of (Everyday) Phenomena; Misconceptions as a result of missing conceptions; Why some science concepts are demanding; Designing Instruction; SUMMARY.