By Nicos Papadouris, Angela Hadjigeorgiou, Constantinos Constantinou
This e-book contains experiences that signify the cutting-edge in technological know-how schooling examine and bring a feeling of the difference in academic traditions around the globe. The papers are equipped into six major sections: technological know-how instructing techniques, conceptual knowing, reasoning recommendations, early years technology schooling, and affective and social facets of technology educating and studying. the amount positive aspects 18 papers, chosen from the main extraordinary papers awarded through the tenth eu technological know-how schooling learn organization (ESERA) convention, held in Nicosia, Cyprus, in September 2013. The subject of the convention used to be “Science schooling study for Evidence-based instructing and Coherence in Learning”. The experiences offered underline elements of serious relevance in modern technological know-how schooling: the necessity to ponder various ways to augment our wisdom of studying tactics and the position of context, designed or circumstantial, formal or non-formal, in studying and guide. those reports are cutting edge within the concerns they discover, the equipment they use, or the ways that emergent wisdom within the box is represented. The publication is of curiosity to technological know-how educators and technology schooling researchers with a dedication to facts expert instructing and learning.
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Additional resources for Insights from Research in Science Teaching and Learning: Selected Papers from the ESERA 2013 Conference
Students’ understanding of direct current resistive electrical circuits. American Journal of Physics, 72, 98–115. Garden, R. A. (1999). Development of TIMSS performance assessment tasks. Studies in Educational Evaluation, 25, 217–241. Gut, C. (2012). Modellierung und Messung experimenteller Kompetenz. Analyse eines large-scale Experimentiertests. In H. Niedderer, H. Fischler, & E. ), Studien zum Physikund Chemielernen: 134. Berlin: Logos. , Tardent, J. (2014). Problemtypenbasierte Modellierung und Messung experimenteller Kompetenzen von 12- bis 15-jährigen Jugendlichen.
Compared to product-oriented assessments, this approach is very resource-consuming. The effort is only necessary and justified if a process-oriented approach yields an added value for the diagnostics of experimental skills. The aim of our study was to clarify this question, especially in the dimension perform an experiment. According to the results of Shavelson et al. (1999), a reliable measurement of experimental skills would demand the use of several tasks for each individual. In our study, we do not aim at reliable scores for students’ experimental skills but at a comparison of two scoring systems.
2007). Erkenntnisgewinnung als wissenschaftliches Problemlösen. In D. Krüger & H. ), Theorien in der biologiedidaktischen Forschung (pp. 177–186). Berlin/ Heidelberg: Springer. National Research Council (NRC). (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press. , & Schecker, H. (2011). Experimentelle Kompetenz – Ein Modell für die Unterrichtspraxis. Praxis der Naturwissenschaften – Physik in der Schule 60, 42–48.