Advancing preservice teacher’s science pedagogy beyond the classroom

2021 ◽  
Vol 121 (4) ◽  
pp. 211-222
Author(s):  
Kelly K. Feille
Keyword(s):  
Science Pedagogy

Simulations Research in Political Science Pedagogy: Where is Everyone?

2021 ◽  
pp. 1-6
Author(s):  
Edward F. Kammerer ◽  
Brenden Higashi
Keyword(s):  
Political Science ◽  
Science Pedagogy

Subsequent and Subsidiary? Rethinking the Role of Applications in Establishing Quantum Mechanics

2015 ◽  
Vol 45 (5) ◽  
pp. 641-702 ◽  
Author(s):  
Jeremiah James ◽  
Christian Joas
Keyword(s):  
Molecular Structure ◽  
Quantum Mechanics ◽  
Quantum Theory ◽  
Classical Mechanics ◽  
Theory Construction ◽  
Science Pedagogy ◽  
Old Quantum Theory ◽  
The Common ◽  
Complete Quantum

As part of an attempt to establish a new understanding of the earliest applications of quantum mechanics and their importance to the overall development of quantum theory, this paper reexamines the role of research on molecular structure in the transition from the so-called old quantum theory to quantum mechanics and in the two years immediately following this shift (1926–1928). We argue on two bases against the common tendency to marginalize the contribution of these researches. First, because these applications addressed issues of longstanding interest to physicists, which they hoped, if not expected, a complete quantum theory to address, and for which they had already developed methods under the old quantum theory that would remain valid under the new mechanics. Second, because generating these applications was one of, if not the, principal means by which physicists clarified the unity, generality, and physical meaning of quantum mechanics, thereby reworking the theory into its now commonly recognized form, as well as developing an understanding of the kinds of predictions it generated and the ways in which these differed from those of the earlier classical mechanics. More broadly, we hope with this article to provide a new viewpoint on the importance of problem solving to scientific research and theory construction, one that might complement recent work on its role in science pedagogy.

scholarly journals Inquiry-Based Education for Students with Visual Impairment

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
Deborah L. Rooks-Ellis
Keyword(s):  
Visual Impairment ◽  
Literature Search ◽  
Children With Disabilities ◽  
Science Classroom ◽  
Strong Support ◽  
Evidence Based ◽  
Science Pedagogy ◽  
Evidence Based Practices ◽  
Comprehensive Literature Search ◽  
Support Evidence

The purpose of the study presented here was to identify and synthesize studies of evidence-based practices for working with students with visual impairment in the science classroom. Expanding a comprehensive literature search conducted in 1992, 10 empirical reports were found and reviewed. A synthesis of the results showed strong support for inquiry-oriented approaches to science instruction for children with disabilities. Evidence also was found that knowledge of science pedagogy for children with disabilities is continuing to increase; however, the literature to support evidence-based methodology for students with visual impairment in the science classroom is sparse. This critical review is a call for research that provides support for inquiry approaches in science education for the learner with a visual impairment.

Culturally Relevant Computer Science Pedagogy: From Theory to Practice

2019 ◽  
Author(s):  
Tia C. Madkins ◽  
Alexis Martin ◽  
Jean Ryoo ◽  
Kimberly A. Scott ◽  
Joanna Goode ◽  
...  
Keyword(s):  
Computer Science ◽  
Culturally Relevant ◽  
Science Pedagogy ◽  
Theory To Practice ◽  
Computer Science Pedagogy
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