This book offers a global presentation of issues under study for improving science education research in the context of the knowledge-based society at a European and international level. It includes discussions of several theoretical approaches, research overviews, research methodologies, and the teaching and learning of science. It is based on papers presented at the Third International Conference of the European Science Education Research Association (Thessaloniki, Greece, August 2001).
Science by Carolyn S. Wallace,Brian B. Hand,Vaughan Prain
Author: Carolyn S. Wallace,Brian B. Hand,Vaughan Prain
Publisher: Springer Science & Business Media
This volume is of interest to science educators, graduate students, and classroom teachers. The book will also be an important addition to any scholarly library focusing on science education, science literacy, and writing. This book is unique in that it synthesizes the research of the three leading researchers in the field of writing to learn science: Carolyn S. Wallace, Brian Hand, and Vaughan Prain. It includes a comprehensive review of salient literature in the field, detailed reports of the authors' own research studies, and current and future issues on writing in science. The book is the first to definitely answer the question, "Does writing improve science learning?". Further, it provides evidence for some of the mechanisms through which learning occurs. It combines both theory and practice in a unique way. Although primarily a tool for research, classroom teachers will also find many practical suggestions for using writing in the science classroom.
In contemporary society, science constitutes a significant part of human life in that it impacts on how people experience and understand the world and themselves. The rapid advances in science and technology, newly established societal and cultural norms and values, and changes in the climate and environment, as well as, the depletion of natural resources all greatly impact the lives of children and youths, and hence their ways of learning, viewing the world, experiencing phenomena around them and interacting with others. These changes challenge science educators to rethink the epistemology and pedagogy in science classrooms today as the practice of science education needs to be proactive and relevant to students and prepare them for life in the present and in the future. Featuring contributions from highly experienced and celebrated science educators, as well as research perspectives from Europe, the USA, Asia and Australia, this book addresses theoretical and practical examples in science education that, on the one hand, plays a key role in our understanding of the world, and yet, paradoxically, now acknowledges a growing number of uncertainties of knowledge about the world. The material is in four sections that cover the learning and teaching of science from science literacy to multiple representations; science teacher education; the use of innovations and new technologies in science teaching and learning; and science learning in informal settings including outdoor environmental learning activities. Acknowledging the issues and challenges in science education, this book hopes to generate collaborative discussions among scholars, researchers, and educators to develop critical and creative ways of science teaching to improve and enrich the lives of our children and youths.
One of the most important and consistent voices in the reform of science education over the last thirty years has been that of Peter Fensham. His vision of a democratic and socially responsible science education for all has inspired change in schools and colleges throughout the world. Often moving against the tide, Fensham travelled the world to promote his radical ideology. He was appointed Australia's first Professor of Science Education, and was later made a Member of the Order of Australia in recognition of his work in this new and emerging field of study. In this unique book, leading science educators from around the world examine and discuss Fensham's key ideas. Each describes how his arguments, proposals and recommendations have affected their own practice, and extend and modify his message in light of current issues and trends in science education. The result is a vision for the future of science teaching internationally. Academics, researchers and practitioners in science education around the world will find this book a fascinating insight into the life and work of one of the foremost pioneers in science education. The book will also make inspiring reading for postgraduate students of science education.
Social Science by Jennifer Ozga,Terri Seddon,Thomas S. Popkewitz
Author: Jennifer Ozga,Terri Seddon,Thomas S. Popkewitz
Category: Social Science
This volume considers the ways in which educational research is being shaped by policy across the globe. Policy effects on research are increasingly influential, as policies in and beyond education drive the formation of a knowledge-based economy by supporting increased international competitiveness through more effective, evidence-based interventions in schooling, education and training systems. What consequences does this increased steering have for research in education? How do transnational agencies make their influence felt on educational research? How do national systems and traditions of educational research - and relations with policy - respond to these new pressures? What effects does it have on the quality of research and on the freedom of researchers to pursue their own agendas? The 2006 volume of the World Yearbook of Educationexplores these issues, focusing on three key themes: globalising policy and research in education steering education research in national contexts global-local politics of education research. The 2006 volume has a truly global reach, incorporating transnational policy perspectives from the OECD and the European Commission, alongside national cases from across the world in contrasting contexts that include North and South America, Canada, France, Singapore, China, Russia and New Zealand. The range of contributions reflect how pervasive these developments are, how much is new in this situation and to what extent evidence-based policy pressures on research in education build on past relationships between education and policy. This book considers the impact of the steering processes on the work and identities of individual researchers and considers how research can be organised to play a more active role in the politics of the knowledge economy and learning society.
Education, Research and Policy: Steering the Knowledge-Based Economy
Author: Jenny Ozga,Terri Seddon,Thomas S. Popkewitz
This volume considers the ways in which educational research is being shaped by policy across the globe. Policy effects on research are increasingly influential, as policies in and beyond education drive the formation of a knowledge-based economy by supporting increased international competitiveness through more effective, evidence-based interventions in schooling, education and training systems. What consequences does this increased steering have for research in education? How do transnational agencies make their influence felt on educational research? How do national systems and traditions of educational research - and relations with policy - respond to these new pressures? What effects does it have on the quality of research and on the freedom of researchers to pursue their own agendas? The 2006 volume of the World Yearbook of Education explores these issues, focusing on three key themes: globalising policy and research in education steering education research in national contexts global-local politics of education research. The 2006 volume has a truly global reach, incorporating transnational policy perspectives from the OECD and the European Commission, alongside national cases from across the world in contrasting contexts that include North and South America, Canada, France, Singapore, China, Russia and New Zealand. The range of contributions reflect how pervasive these developments are, how much is new in this situation and to what extent evidence-based policy pressures on research in education build on past relationships between education and policy. This book considers the impact of the steering processes on the work and identities of individual researchers and considers how research can be organised to play a more active role in the politics of the knowledge economy and learning society.
This book analyses and compares concretely the processes of knowledge production, dissemination and use in the engineering, the information and communication technology, the health and the education sectors.
Knowledge and Learning in European Educational Research
Author: Michael Kuhn,Massimo Tomassini,P. R. J. Simons
Publisher: Peter Lang
Although educational research advocates the perspective of the learner, who or what is it advocating against? The governments of all European Union countries give learning the most prominent place on their policy agendas; the European Commission wants Europe to become a knowledge based society; companies across the European Union are no longer interested primarily in profit, but want to be learning organisations; social scientists detect the emergence of a learning society and economists advocate a learning economy. What does European educational research do, if nowadays everybody in the European Union wants nothing else but knowledgeable people?
Physics Education research is a young field with a strong tradition in many countries. However, it has only recently received full recognition of its specificity and relevance for the growth and improvement of the culture of Physics in contemporary Society for different levels and populations. This may be due on one side to the fact that teaching, therefore education, is part of the job of university researchers and it has often been implicitly assumed that the competences required for good research activity also guarantee good teaching practice. On the other side, and perhaps more important, is the fact that the problems to be afforded in doing research in education are complex problems that require a knowledge base not restricted to the disciplinary physics knowledge but enlarged to include cognitive science, communication science, history and philosophy. The topics discussed here look at some of the facets of the problem by considering the interplay of the development of cognitive models for learning Physics with some reflections on the Physics contents for contemporary and future society with the analysis of teaching strategies and the role of experiments the issue of assessment and cultural aspects. Information is also given on the organizations involved in connecting various aspects of Physics Education: the International Commission on Physics Education, the European Physical Society and the European Physics Education Network.
This volume will take a comprehensive view of STS education, the goals of which are manifold, and include making science and technology literacy available for all Americans, preparing those not bound for college to compete successfully in an increasingly science-and technology-oriented global market, and equipping the average person with the information necessary for making informed personal and policy decisions concerning the role of science and technology in society.
Business & Economics by Ikujiro Nonaka,Hirotaka Takeuchi
Wie japanische Unternehmen eine brachliegende Ressource nutzbar machen
Author: Ikujiro Nonaka,Hirotaka Takeuchi
Publisher: Campus Verlag
Category: Business & Economics
In jedem Mitarbeiter schlummert wertvolles Wissen. Wer seine Firma richtig organisiert, kann diese Schätze heben. Japanische Manager haben dies früh begriffen und ihren Unternehmen langfristige Wettbewerbsvorteile verschafft. Anhand ausführlicher Fallbeispiele erläutern die Autoren in diesem Klassiker der Managementliteratur, wie Führungskräfte die Ressource Wissen nutzbar machen und sie in erfolgreiche Produkte und Technologien umwandeln können. "Dies ist das bisher kreativste Buch über Management aus Japan. Absolute Pflichtlektüre für Manager in einer Welt ohne Grenzen." Kenichi Ohmae "Ein wichtiges Buch für die Unternehmenspraxis." Michael E. Porter "Mit Nonakas Thesen zeichnet sich ein Paradigmenwechsel ab." Wirtschaftswoche "Spannend geschrieben, mit vielen Aha-Erlebnissen beim Lesen." ManagerSeminare
Education by National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Committee on the Status, Contributions, and Future Directions of Discipline-Based Education Research
Understanding and Improving Learning in Undergraduate Science and Engineering
Author: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Committee on the Status, Contributions, and Future Directions of Discipline-Based Education Research
Publisher: National Academies Press
The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding. Discipline-Based Education Research is based on a 30-month study built on two workshops held in 2008 to explore evidence on promising practices in undergraduate science, technology, engineering, and mathematics (STEM) education. This book asks questions that are essential to advancing DBER and broadening its impact on undergraduate science teaching and learning. The book provides empirical research on undergraduate teaching and learning in the sciences, explores the extent to which this research currently influences undergraduate instruction, and identifies the intellectual and material resources required to further develop DBER. Discipline-Based Education Research provides guidance for future DBER research. In addition, the findings and recommendations of this report may invite, if not assist, post-secondary institutions to increase interest and research activity in DBER and improve its quality and usefulness across all natural science disciples, as well as guide instruction and assessment across natural science courses to improve student learning. The book brings greater focus to issues of student attrition in the natural sciences that are related to the quality of instruction. Discipline-Based Education Research will be of interest to educators, policy makers, researchers, scholars, decision makers in universities, government agencies, curriculum developers, research sponsors, and education advocacy groups.
"This book brings together academicians, industry professionals, policymakers, politicians, and government officers to look at the impact of information technology, and the knowledge-based era it is creating, on key facets of today's world: the state, business, society, and culture"--Provided by publisher.
"Challenging, theoretically rich yet anchored in detailed empirical analysis, Loet Leydesdorff's exploration of the dynamics of the knowledge-economy is a major contribution to the field. Drawing on his expertise in science and technology studies, systems theory, and his internationally respected work on the 'triple helix', the book provides a radically new modelling and simulation of knowledge systems, capturing the articulation of structure, communication, and agency therein. This work will be of immense interest to both theorists of the knowledge-economy and practitioners in science policy." Andrew Webster Science & Technology Studies, University of York, UK ________________________________________ "This book is a ground-breaking collection of theory and techniques to help understand the internal dynamics of the modern knowledge-based economy, including issues such as stability, anticipation, and interactions amongst components. The combination of theory, measurement, and modelling gives the necessary power with which to address the complexity of modern networked social systems. Each on its own would partly illuminate an innovation system, but the combination sheds a far brighter light." Mike Thelwall Information Science, University of Wolverhampton, UK ________________________________________ "The sociologist Niklas Luhmann is considered one of the few social scientists possibly able to explain a decisive event once it has happened. In this book, Loet Leydesdorff answers the challenge to take Luhmann's analysis one step further by introducing anticipation into the theory. This book provides a fascinating exploration of the use of recursion and incursion to model social processes." Dirk Baecker Sociology, Universitat Witten/Herdecke, Germany ________________________________________ How can an economy based on something as volatile as knowledge be sustained? The urgency of improving our understanding of a knowledge-based economy provides the context and necessity of this study. In a previous study entitled A Sociological Theory of Communications: The Self-Organization of the Knowledge-based Society (2001) the author specified knowledge-based systems from a sociological perspective. In this book, he takes this theory one step further and demonstrates how the knowledge base of an economic system can be operationalized, both in terms of measurement and by providing simulation models."
Computers by Nicolas Reynolds,Márta Turcsányi-Szabó
IFIP TC 3 International Conference, KCKS 2010, Held as Part of WCC 2010, Brisbane, Australia, September 20-23, 2010, Proceedings
Author: Nicolas Reynolds,Márta Turcsányi-Szabó
Publisher: Springer Science & Business Media
This book constitutes the refereed proceedings of the IFIP TC 3 International Conference, KCKS 2010, held as a part of the 21th World Computer Congress, WCC 2010, in Brisbane, Australia, in September 2010. The 43 revised full papers presented were carefully reviewed and selected from numerous submissions. The range of issues cover many aspects of ICT in relation to competencies in the knowledge society; they present theory, research, applications and practical experiences on topics including but not limited to developing creativity, digital solidarity, e-management in education, informatics and programming knowledge technologies, lifelong learning, policy development, teacher(s) in a knowledge society, e-inclusion, AGORA: the IFIP initiative on lifelong learning, collective intelligence, digital literacy, educating ict professionals, formal and informal learning, innovations of assessment, networking and collaboration, problem solving teacher learning & creativity as well as teaching & learning 2.0.
Rethinking the purpose and the aim of higher education has led to new and alternative ways to assure the quality of different higher education systems. In the case studies of six OECD countries, Andrea Bernhard exemplifies the ongoing trends and changes of quality assurance systems along peer-reviewed country reports and interviews with national and international experts. The comparative analysis is based on international, descriptive, discursive, and analytical aspects concentrating on the theoretical concepts of massification, diversification, privatisation, and internationalisation. The author highlights the leading trend towards quality assurance within an international higher education area and provides recommendations to establish a functioning quality assurance system within the observed higher education systems and beyond their borders. This book is valuable reading for academics, practitioners, and policy makers in the field of higher education.
Education by National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Science Education,Committee on Learning Science in Informal Environments
Author: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Science Education,Committee on Learning Science in Informal Environments
Publisher: National Academies Press
Informal science is a burgeoning field that operates across a broad range of venues and envisages learning outcomes for individuals, schools, families, and society. The evidence base that describes informal science, its promise, and effects is informed by a range of disciplines and perspectives, including field-based research, visitor studies, and psychological and anthropological studies of learning. Learning Science in Informal Environments draws together disparate literatures, synthesizes the state of knowledge, and articulates a common framework for the next generation of research on learning science in informal environments across a life span. Contributors include recognized experts in a range of disciplines--research and evaluation, exhibit designers, program developers, and educators. They also have experience in a range of settings--museums, after-school programs, science and technology centers, media enterprises, aquariums, zoos, state parks, and botanical gardens. Learning Science in Informal Environments is an invaluable guide for program and exhibit designers, evaluators, staff of science-rich informal learning institutions and community-based organizations, scientists interested in educational outreach, federal science agency education staff, and K-12 science educators.