Product Description
Science teacher learning for the 21st century and beyond
Authors: N Petersen, U Ramnarain, L Mavuru, A Lubbe, D Kruger
Format: Physical Hardcopy
Science teacher learning for the 21st century and beyond is suitable for Science methodology courses in teacher education departments at tertiary institutions. It focuses on the Senior and Further Education and Training (FET) phases of the school curriculum and provides stimulating content for teaching Natural Science, Physical Science and Life Science.
Developed by a multi-institutional team of experts, this book follows an analysis-of-practice approach that supports learning-from-practice. This entails engaging students in dialogical discourse so that they may explore their own thinking by reflecting critically on the real issues at hand.
The book offers comprehensive coverage of conceptual and pedagogical tools, as well as advanced and contemporary approaches to learning and teaching in Science. This book challenges pre-service student teachers and in-service Science teachers to think about the complexities of the 21st century classroom and provides them with tools to navigate these challenges.
Contents:
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PART 1: UNDERSTANDING SCIENCE AND THE TEACHING OF SCIENCE IN THE 21ST CENTURY
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Chapter 1: Science teacher readiness for the 21st century and beyond
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Chapter 2: Teaching the nature of science
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Chapter 3: Linking theory to practice: a socio-cultural perspective on science teaching and learning
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Chapter 4: Responsible talk in science PART 2: PRACTICAL AND FUNDAMENTAL BASICS OF SCIENCE TEACHER LEARNING
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Chapter 5: Lesson planning and microteaching
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Chapter 6: Science teacher PCK: a focus on pedagogical representations and engaging pedagogies
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Chapter 7: Assessment for 21st century science learning
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Chapter 8: Learning progressions in science
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Chapter 9: Talking, reading, and writing in the science classroom
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Chapter 10: The affordances of indigenous knowledge in addressing diversity and inclusion in the science classroom PART 3: ADVANCED AND CONTEMPORARY TEACHING AND LEARNING IN SCIENCE
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Chapter 11: Advanced learning technologies in science teaching
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Chapter 12: Improvisation in classroom
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Chapter 13: STEAM integrated practices: Infusing the Arts in STEM
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Chapter 14: Integrating science education and environmental education through active learning
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Chapter 15: The science teacher as a reflective practitioner and action researcher
About the Author
Neal Petersen is the Deputy Director in the School of Mathematics, Science and Technology Education at the North-West University. An experienced high school teacher, he taught Life Sciences, Physical Sciences and Natural Sciences for many years. He has 15 years’ experience as a lecturer to student teachers at tertiary level and his research focuses on how engaging pedagogies can contexualise Science curriculum content to make Science learning more meaningful.
Umesh Ramnarain is a professor in science education, and head of department in science and technology education at the University of Johannesburg. His main research interest is inquiry-based science education, with a particular focus on its uptake in South African classrooms. He has published in top-tier journals such as International Journal of Science Education, Research in Science Education, Journal of Research in Science Teaching, Chemistry Education Research and Practice, and Teaching and Teacher Education. He is associate editor of Research in Science Education and has served on the editorial board of Journal of Research in Science Teaching. He is a B-rated scientist (NRF).
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