Transforming Teacher Education Through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies
暫譯: 透過化學的知識核心轉變教師教育：實證證據與實用策略

Erduran, Sibel, Kaya, Ebru

Transforming Teacher Education Through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies
  • 出版商: Springer
  • 出版日期: 2019-06-18
  • 售價: $2,400
  • 貴賓價: 9.5 折 $2,280
  • 語言: 英文
  • 頁數: 189
  • 裝訂: Hardcover - also called cloth, retail trade, or trade
  • ISBN: 3030153258
  • ISBN-13: 9783030153250
  • 相關分類: 化學 Chemistry

    • 海外代購書籍(需單獨結帳)

相關主題

商品描述

This book synthesizes theoretical perspectives, empirical evidence and practical strategies for improving teacher education in chemistry. Many chemistry lessons involve mindless "cookbook" activities where students and teachers follow recipes, memorise formulae and recall facts without understanding how and why knowledge in chemistry works. Capitalising on traditionally disparate areas of research, the book investigates how to make chemistry education more meaningful for both students and teachers. It provides an example of how theory and practice in chemistry education can be bridged. It reflects on the nature of knowledge in chemistry by referring to theoretical perspectives from philosophy of chemistry. It draws on empirical evidence from research on teacher education, and illustrates concrete strategies and resources that can be used by teacher educators. The book describes the design and implementation of an innovative teacher education project to show the impact of an intervention on pre-service teachers. The book shows how, by making use of visual representations and analogies, the project makes some fairly abstract and complex ideas accessible to pre-service teachers.


商品描述(中文翻譯)

本書綜合了理論觀點、實證證據和改善化學教師教育的實用策略。許多化學課程涉及無腦的「食譜式」活動，學生和教師僅僅遵循食譜、記憶公式和回憶事實，而不理解化學知識如何運作及其原因。本書利用傳統上不相關的研究領域，探討如何使化學教育對學生和教師更具意義。它提供了一個如何將化學教育中的理論與實踐相結合的範例。通過參考化學哲學的理論觀點，本書反思了化學知識的本質。它借鑒了有關教師教育的實證研究，並說明了教師教育者可以使用的具體策略和資源。本書描述了一個創新的教師教育項目的設計和實施，以展示干預對職前教師的影響。該項目通過使用視覺表現和類比，使一些相當抽象和複雜的概念對職前教師變得可理解。

作者簡介

Sibel Erduran is a Professor of Science Education at University of Oxford and a Fellow of St Cross College. She also holds a Visiting Professorship position at Zhejiang Normal University, China. She is an Editor for International Journal of Science Education, Section Editor for Science Education, and serves on the Executive Board of European Science Education Research Association. Her work experience includes positions in the USA (University of Pittsburgh), Ireland (University of Limerick) as well as other universities in the UK (King's College London and University of Bristol). Previously she held Visiting Professorships at Oxford Brookes University, National Taiwan Normal University, Kristianstad University, Sweden, and Bogazici University, Turkey. Her higher education was completed in the USA at Vanderbilt (PhD, Science Education & Philosophy), Cornell (MSc, Food chemistry and Chemistry) and Northwestern (BA, Biochemistry) Universities. She has worked as a chemistry teacher in a high school in northern Cyprus. Her research interests focus on the infusion of epistemic practices of science in science education, in particular chemistry education. Her work has received international recognition through awards from NARST and EASE, and has attracted funding from a range of agencies including the European Union, Gatsby Foundation and Science Foundation Ireland. She is currently the Principal Investigator of a project on the assessment of practical science funded by the Wellcome Trust, and her edited book on Argumentation in Chemistry Education has been published in 2019 by the Royal Society of Chemistry.

Ebru Kaya is an associate professor in science education at Bogazici University, Turkey. She received her PhD from Middle East Technical University, Turkey in 2011. Dr. Kaya has been a visiting scholar at University of Bristol, UK in 2009 and at National Taiwan Normal University, Taiwan in 2016 and 2017. Her research interests include argumentation and nature of science in science education. Dr. Kaya is the recipient of the Young Scientist Award from Science Academy in Turkey in 2015; the Outstanding Paper Award from East-Asian Association for Science Education (EASE) in Japan in 2016; and the Young Scientist Award from TUBITAK (Turkish Scientific and Technological Research Council) in 2017. Dr. Kaya has participated in research projects funded by TUBITAK (Turkish Scientific and Technological Research Council) and NARST, and conducted professional development workshops for science teachers in Turkey, Rwanda, Lebanon, and Taiwan. She served as a board member in Turkish Science Education and Research Association from 2012 to 2014, and a committee member in NARST Outstanding Paper Award Committee from 2013 to 2015. Currently Dr. Kaya is a reviewer for numerous journals including International Journal of Science Education and Science & Education. Dr. Kaya has been the Principal Investigator of the projects entitled ''Nature of Science in Science Teacher Education: A Comparative Research and Development Project'' and ''University Students' Understanding of Reconceptualized Family Resemblance Approach to Nature of Science: A Case Study'' funded by Bogazici University Research Fund.

作者簡介(中文翻譯)

Sibel Erduran 是牛津大學的科學教育教授及聖十字學院的研究員。她同時擔任中國浙江師範大學的訪問教授。她是國際科學教育期刊的編輯，並擔任科學教育的區域編輯，還是歐洲科學教育研究協會的執行委員會成員。她的工作經歷包括在美國（匹茲堡大學）、愛爾蘭（利默里克大學）以及英國的其他大學（倫敦國王學院和布里斯托大學）任職。她曾在牛津布魯克斯大學、國立台灣師範大學、瑞典克里斯蒂安斯達大學和土耳其博阿茲奇大學擔任訪問教授。她的高等教育在美國的范德堡大學（博士，科學教育與哲學）、康奈爾大學（碩士，食品化學與化學）和西北大學（學士，生物化學）完成。她曾在北塞浦路斯的一所高中擔任化學教師。她的研究興趣集中在科學教育中科學的認識實踐，特別是化學教育。她的工作因獲得NARST和EASE的獎項而受到國際認可，並吸引了來自歐盟、Gatsby基金會和愛爾蘭科學基金會等多個機構的資助。她目前是由威康信託基金資助的實用科學評估項目的首席研究員，她編輯的書籍《化學教育中的論證》於2019年由皇家化學學會出版。

Ebru Kaya 是土耳其博阿茲奇大學的科學教育副教授。她於2011年在土耳其中東科技大學獲得博士學位。Kaya博士於2009年在英國布里斯托大學和2016年及2017年在台灣國立台灣師範大學擔任訪問學者。她的研究興趣包括科學教育中的論證和科學的本質。Kaya博士於2015年獲得土耳其科學學院的青年科學家獎；2016年獲得日本東亞科學教育協會（EASE）的優秀論文獎；以及2017年獲得土耳其科學與技術研究委員會（TUBITAK）的青年科學家獎。Kaya博士參與了由TUBITAK和NARST資助的研究項目，並為土耳其、盧旺達、黎巴嫩和台灣的科學教師舉辦專業發展工作坊。她於2012年至2014年擔任土耳其科學教育與研究協會的董事會成員，並於2013年至2015年擔任NARST優秀論文獎委員會的委員。目前，Kaya博士是多本期刊的審稿人，包括國際科學教育期刊和科學與教育。Kaya博士曾擔任名為《科學教師教育中的科學本質：比較研究與發展項目》和《大學生對重新概念化的家庭相似性方法理解的案例研究》的項目的首席研究員，該項目由博阿茲奇大學研究基金資助。

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