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  • Produktbild: Transforming Teacher Education Through the Epistemic Core of Chemistry
  • Produktbild: Transforming Teacher Education Through the Epistemic Core of Chemistry

Transforming Teacher Education Through the Epistemic Core of Chemistry Empirical Evidence and Practical Strategies

Aus der Reihe Science: Philosophy, History and Education

49,99 €

inkl. gesetzl. MwSt., Versandkostenfrei

Beschreibung

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

14.08.2020

Verlag

Springer

Seitenzahl

189

Maße (L/B/H)

23,5/15,5/1,2 cm

Gewicht

335 g

Auflage

1st ed. 2019

Sprache

Englisch

ISBN

978-3-030-15328-1

Beschreibung

Rezension

“Contributions like this book under review are more than welcome. … This book constitutes a successful instantiation of this interplay … that are undoubtedly of value for practicing and prospective chemistry teachers and for chemistry teacher educators, and will foreseeably aid in the road towards ‘making chemistry teacher education more epistemic than it currently is’ … .” (Agustín Aduriz‑Bravo, Foundations of Chemistry, Vol. 23, 2021)

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

14.08.2020

Verlag

Springer

Seitenzahl

189

Maße (L/B/H)

23,5/15,5/1,2 cm

Gewicht

335 g

Auflage

1st ed. 2019

Sprache

Englisch

ISBN

978-3-030-15328-1

Herstelleradresse

Springer-Verlag GmbH
Tiergartenstr. 17
69121 Heidelberg
DE

Email: ProductSafety@springernature.com

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  • Produktbild: Transforming Teacher Education Through the Epistemic Core of Chemistry
  • Produktbild: Transforming Teacher Education Through the Epistemic Core of Chemistry
  • Dedication.- Foreword.- Preface.- Authors’ Introduction.-  Chapter 1. Philosophy of Chemistry and Chemistry Education.- 1.1 Introduction .- 1.2 Arguments about chemistry teaching .- 1.3 Chemistry Curriculum Development: A Brief Overview .- 1.4 Philosophy of Chemistry: A New Source of Information for Chemistry Education .- 1.5 Benefits of Learning Epistemic Themes in Chemistry Education .- 1.6 Rationale and Outline of the Book .- 1.7 Conclusions .- Chapter 2. Defining the Epistemic Core of Chemistry.- 2.1 Introduction .- 2.2 Aims and Values in Chemistry .- 2.3 Practices in Chemistry .- 2.4 Methods in Chemistry .- 2.5 Knowledge in Chemistry .- 2.6 Applying the Epistemic Core to Chemistry Concepts .- 2.7 Implications for Chemistry Education .- 2.8 Conclusions .- Chapter 3. Epistemic Beliefs and Teacher Education.- 3.1 Introduction .- 3.2 Epistemology and Teacher Education .- 3.3 Epistemic Beliefs .- 3.4 Teachers’ Knowledge and Learning .- 3.5  Strategies for Supporting Chemistry Teacher’s Epistemic Thinking .-3.5.1 Argumentation .- 3.5.2 Visualisation .- 3.5.3 Analogies .- 3.6 Development of Pre-Service Teachers’ Epistemic Thinking .- 3.7 Teacher Education in National Context .-3.7.1 Contrast of Teacher Education Programmes at Oxford and Bogazici .- 3.8 Conclusions .-  Chapter 4. Incorporating the Epistemic Core in Teacher Education Practice.- 4.1 Introduction .- 4.2 Teacher Education Context in Turkey .- 4.3 Design of Teacher Education Sessions .- 4.3.1 Session on Introduction to Nature of Science .- 4.3.2 Session on the Family Resemblance Approach .- 4.3.3 Session on Aims and Values of Science .- 4.3.4 Session on Scientific Methods .- 4.3.5 Session on Scientific Practices .-4.3.6 Session on Scientific Knowledge .- 4.3.7 Session on Generative Images of the Epistemic Core .- 4.4 Lesson Ideas on Chemistry Topics Produced by Pre-Service Teachers .- 4.4.1 Lesson Ideas on Aims and Values .- 4.4.2 Lesson Ideas on Practices .-4.4.3 Lesson Ideas on Methods .- 4.4.4 Lesson Ideas on Knowledge .- 4.5 Conclusions .- Chapter 5. Pre-Service Chemistry Teachers’ Representations and Perceptions of the Epistemic Core: A Thematic Analysis.- 5.1 Introduction .- 5.2 Tracing Pre-Service Teachers’ Representations and Perceptions .- 5.3 Defining Aims and Values of Science .-5.4 Types of Scientific Practices .- 5.5 Diversity of Scientific Methods .- 5.6 Coherence among Knowledge Forms and the Growth of Knowledge .- 5.7 Conclusions .- Chapter 6. The Impact of Teacher Education on Understanding the Epistemic Core: Focusing on one Pre-Service Chemistry Teacher.- 6.1 Introduction .- 6.2 Representations and Perceptions of Aims and Values .- 6.3 Representations and Perceptions of Scientific Practices .- 6.4 Representations and Perceptions of Scientific Methods .- 6.5 Representations and Perceptions of Scientific Knowledge.- 6.6 Conclusions .- Chapter 7. Learning and Teaching about Philosophy of Chemistry: Teacher Educators’ Reflections.- 7.1 Introduction .- 7.2 Journey to Teacher Education .- 7.3 Background in History and Philosophy of Science .- 7.4 Experiences in Incorporating Nature of Chemistry in Teacher Education .- 7.5 Transforming Theoretical Frameworks into Empirical Research .- 7.6  Conclusions .- Chapter 8. Towards Development of Epistemic Identity in Chemistry Teacher Education.- 8.1 Introduction .- 8.2 A Framework of Epistemic Identity .- 8.3 Epistemic Identity and Teacher Education .- 8.4 Implications for Future Research .- 8.5 Strengths and Limitations of the Book .- 8.5 Conclusions .- Authors’ Biographies