000 04337nam a2200457 i 4500
001 BRILL9789460915284
003 nllekb
005 20260610105433.0
007 cr un uuuua
008 191130s2011 ne sb 001 0 eng d
020 _a9789460915284
_q(electronic book)
020 _z9789460915277
_q(print)
024 7 _a10.1007/978-94-6091-528-4
_2DOI
035 _a(OCoLC)765365877
040 _aNL-LeKB
_cNL-LeKB
_erda
050 4 _aQ181
072 7 _aJN
_2bicssc
072 7 _aEDU
_x000000
_2bisacsh
082 0 4 _a507.1
_223
245 0 0 _aScientific Literacy Under the Microscope :
_ba A Whole School Approach to Science Teaching and Learning /
_cEdited by J. John Loughran; Kathy Smith; Amanda Berry.
246 3 _aA Whole School Approach to Science Teaching and Learning
264 1 _aLeiden;
_aBoston :
_bBrill | Sense,
_c2011.
300 _a1 online resource
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_2rdacarrier
490 1 _aProfessional Learning ;
_v11
490 1 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505 0 0 _aPreliminary Material /
_rJohn Loughran , Kathy Smith and Amanda Berry -- Scientific Literacy /
_rSimon Lindsay -- Paving the Way for Scientific Literacy /
_rBrian Grace -- Learning from Teacher Thinking /
_rKathy Smith -- Wearing the Double L Plates /
_rCathy Dimitrakopoulos -- You Don’t Have to Have All the Answers /
_rMary Howard -- Action that Matters /
_rTracy Adams -- ‘Y’ Scientific Literacy? /
_rMichelle Verna -- Layering /
_rMargaret Hose -- It’s Multi Domain /
_rAnthony Walsh -- Busting the Myths about Science Teaching /
_rStephen Walsh -- Speaking about Scientific Literacy /
_rAnn France -- You Don’t Know What You Dont’ Know /
_rJoanna Kakos -- Unboxing My Science Teaching /
_rRosemary Cussen -- Why Does Scientific Literacy Matter in Primary Schools? /
_rPernilla Nilsson -- Responding to the Challenge of Scientific Literacy /
_rJohn Loughran -- Index /
_rJohn Loughran , Kathy Smith and Amanda Berry.
520 _aScientific literacy is generally valued and acknowledged among educators as a desirable student learning outcome. However, what scientific literacy really means in terms of classroom practice and student learning is debatable due to the inherent complexity of the term and varying expectations of what it means for learning outcomes. To date the teacher voice has been noticeably absent from this debate even though the very nature of teacher expertise lies at the heart of the processes which shape students’scientific literacy. The chapters that comprise this book tap into the expertise of a group of primary teachers from Our Lady of Good Counsel (OLGC), a primary school that chose to actively engage in teaching for scientific literacy. By analyzing the insights and thinking that emerged as they attempted to unravel some of the pedagogical complexities associated with constructing an understanding of scientific literacy in their own classrooms, these teachers demonstrate the professional knowledge and skill inherent in the expertise of teaching and learning science in a primary classroom. The chapters in this book illustrate the processes and structures that were created at OGLC to provide the conditions that allowed these teachers to explore and build on the range of ideas that informed their approach to teaching for scientific literacy. This book is a compelling example of how a whole school approach to scientific literacy can make a difference for students’ learning of science and offer a concrete example of the development of professional knowledge and practice of teachers.
588 _aDescription based on print version record.
650 0 _aScience
_xStudy and teaching.
700 1 _aLoughran, J. John,
_eeditor.
700 1 _aSmith, Kathy,
_eeditor.
700 1 _aBerry, Amanda,
_eeditor.
776 0 8 _iPrint version:
_tScientific Literacy Under the Microscope: A Whole School Approach to Science Teaching and Learning,
_dLeiden Boston : Brill | Sense, 2011
_w9789460915277
830 0 _aProfessional Learning ;
_v11.
830 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1007/978-94-6091-528-4
999 _c35783
_d35783