learning-science-concepts· Regarding aspects of learners' scientific conceptions; understanding the learning process; and facilitating science learning.
It is our pleasure
to let you know that the Journal of Science Teacher Education
has been selected for a special marketing campaign called the
Education Reading Room. Until the end of December access to all
articles in the journal is open and free of charge. Please feel free
to forward this message to colleagues who may be interested in
learning more about JSTE.
We are preparing the symposium in the
framework of 10th ECRICE (European Conference on Research in Chemical
Education) in Krakow, Poland from July 4th 7th 2010 about
chemistry textbooks.
Textbooks are important didactical
educational material. They should incorporate such didactical
approaches that can facilitate adequate students' understanding of
chemical concepts. In this symposium some aspects of modern chemistry
textbooks will be shown and their application in constructing
effective teaching.
According to the papers that you publish
about textbook analysis, you are invited to suggest a topic that could
be presented at the symposium in 15 minutes short oral presentation or
as a 30 minutes key note lecture as an introduction to the
symposium.
Please let me know in a week (deadline
5th November 2005), if you are interested in participating at the
symposium. If you are interested please send me a draft title of the
presentation with short abstract. According to the abstract the
selection of the presentation will be made. We would appreciate your
response to this message even if you are not interested in
participating
Just wanted to mention a recent venture. On my last trip to London I recorded three short talks on some exotic elements (Hf, Pa and Re). Two of these are now posted onto a website of the Royal Society of Chemistry called "Chemistry in Its Element" which contains separate talks on almost all the elements.
Please note the first theme in the call for proposals below - and
please pass on to other relevant people.
Best wishes
Neil
(Editor, IJER)
____________________________________________
The International Journal of Educational
Research invites proposals for special issues, especially on the
following themes:
*mathematics and science education
*school improvement research
*professional development of teachers
*theory and practice in teaching and
learning
The expectation is that a proposal will
show an awareness of international perspectives; and that the contents
of the special issue would be of interest to an international
audience. A special issue might bring together work by researchers
from different countries, or authors might expressly make
international comparisons. But an internationally diverse set of
contributors or an international comparative approach to research is
not a requirement for successful proposals. The key issue is that the
contents report high quality research on a theme which has
international relevance.
Forwarded from another list: call for papers for
XIV Symposium of the International Organization for Science and
Technology Education (IOSTE)
Keith
--
Dr. Keith S. Taber
University of Cambridge Faculty of Education
Forwarded message:
>Ladies and Gentleman,
>
>In July 2010 the Pedagogical University of
>Kraków organizes the 10th European Conference on
>Research In Chemistry Education (ECRICE) and 4th
>International Conference Research in Didactics
>of the Sciences (DidSci), thus we kindly invite
>all academicians, doctoral students, science
>teachers, and researchers to take part in the
>events.
>
>As a long tradition, ECRICE is organized under
>the auspices of EuCheMS (formerly FECS), in
>relation to the activity of the Division of
>Chemical Education. This meeting follows
>successful conferences held in Istanbul (2008),
>Budapest (2006), Ljubljana (2004), Aveiro (2001)
>etc.
>
>The Conferences are the opportunity exchange
>experiences on research in chemical education
>(ECRICE) and research & practice in natural
>science education (DidSci) carried out at every
>education level - from primary school up to
>graduate studies.
>
>The aim of the conferences is to familiarize the
>scientific environment with the most recent
>achievements in the various scientific centers.
>
>The program will feature a wide variety of
>plenary, invited and contributed lectures, as
>well as poster sessions. Abstracts of oral
>contributions and posters will be peer reviewed.
>
>The language of ECRICE will be English whereas
>the language of DidSci conference will be
>English, Polish, Czech, and Slovak.
>
>It will also be an opportunity for participants
>to visit Krakow, famous for its culture heritage
>and friendly atmosphere.
>
>ECRICE & DidSci conferences (4th - 9 th July
>2010) will be organized just after the ICASE
>World conference which will be held in Estonia
>(28th June
>- 2nd July)
>
>The organizing committee of the 10th ECRICE &
>4th DidSci cordially invite you to attend and
>participate in those meaningful conferences.
>
>We look forward to seeing you in Kraków.
>
>Prof. Jan Rajmund Pasko Dr. Iwona Maciejowska Chair
>of the Organizing Committee Secretary of the Organizing Committee
>
>
>
>-------------------------
>Dr Iwona Maciejowska
>Vice Chair DivCEd EuCheMS
>Faculty of Chemistry
>Jagiellonian University
>3 Ingardena, 30-060 Krakow, Poland
>tel. +48126632065
>fax. +48126340515
>
--
Dr. Keith S. Taber
http://www.educ.cam.ac.uk/staff/taber.htmlhttp://people.pwf.cam.ac.uk/kst24/
Author: Progressing Science Education -
Constructing the Scientific Research Programme
into the Contingent Nature of Learning Science
(Springer: 2009)
University Senior Lecturer in Science Education
Science Education Centre
University of Cambridge Faculty of Education
184 Hills Road
Cambridge CB2 8PQ
United Kingdom
to join an electronic discussion list on
learning in science
please visit
http://uk.groups.yahoo.com/group/learning-science-concepts
I forward for information, as requested below, the following
message about 'The Science Education Review'. (I think I recall
passing on a similar message some time back.) Although I do not
know the editor's work, there are some familiar names among the rather
large editorial board (e.g. I spotted James
Wandersee, Ricardo Trumper, Christine
Chin, Joseph Novak). The journal
is aimed at teachers rather than the research community - so
submissions that focus on "the education
side of science education, as opposed to science content
proper" are returned as unsuitable for the journal. From
its website, the journal has some interesting features: each
submission is reviewed by 6 reviewers; the journal offers a
methodological review of a study prior to doing the work (for a fee);
and the journal publishes some papers free, and others (which are made
open access, and are given extra publicity) for an author charge. So
there is clearly no intention of being taken seriously as a research
journal, but it claims to offer practitioner's research based
articles, so I thought colleagues might be interested in knowing of
its existence.
A comprehensive review of the international
science education literature, plus
a wealth of readily-implemented classroom
activities
for the busy primary and high school
teacher
Just a brief message to
introduce The Science Education
Review (SER), a relatively new
international science education journal. Please find details at www.ScienceEducationReview.com . A free trial is
available, together with the special report, Top Six Latest Ideas in Science
Education. Also, please find our
open access papers at http://www.scienceeducationreview.com/open_access/index.html .
I would also appreciate you kindly
bringing SER to the attention of colleagues, and others
involved in our field, by sharing this message with relevant
persons in your address book, please.
The learning-science-concepts list is intended as a forum for discussion for
teachers, researchers and others who are interested in aspects of learning in
science. Particular themes might be: alternative conceptions in science;
modeling the learning process; scaffolding learning; developing and critiquing
teaching analogies and models. Suitable postings might include observations
about learners' conceptions; news of relevant publications; consideration of
problematic aspects of learning science; information about teaching materials,
curriculum or research projects. The list has a web-site at
http://uk.groups.yahoo.com/group/learning-science-concepts/
To post a message, send an e-mail to
learning-science-concepts@...
Group members may opt to receive messages as separate e-mails, or a daily
collated message, or to only have access to messages via the web-site. To read
the latest message on the web, or to search the archive of messages, go to
http://uk.groups.yahoo.com/group/learning-science-concepts/messages
The group has a links (electronic 'bookmarks') page at
http://uk.groups.yahoo.com/group/learning-science-concepts/links
This includes links under the following headings:
* Articles and papers on the web - papers relating to aspects of learning in
science
* Archives and Portals - Web-based resource archives, and portals to web-based
resources
* Bibliographical info. - Details of books of interest - as reported on
web-sites
* Discussion lists - Discussion lists relevant to learning in science
* Journals - Home pages of journals carrying material relevant to science
education
* Organisations - Organisations concerned with science education, or with
science and its communication, educational research etc.
* People and places - Science education centres, etc.
* Research Projects - Research projects related to learning in science
* Science Education resource links - Links to sites where science teaching and
learning resources can be accessed
The group also has a files page:
http://uk.groups.yahoo.com/group/learning-science-concepts/files/
This can be used to make papers available for download.
To contact the list moderator, Dr. Keith Taber, e-mail:
List owner: learning-science-concepts-owner@...
ESRC +3 Research Studentship in Science and
Mathematics Education (full-time PhD)
Faculty of Education
Effecting Principled Improvement in
STEM Education (epiSTEMe): Student Engagement and Learning in Early
Secondary-School Physical Science and Mathematics
Applications are invited for an Economic and Social Research
Council [ESRC] +3 Research Studentship to undertake a PhD study linked
to the work of the epiSTEMe project which lends itself to a
wide range of potential topics. This project forms part of the ESRC's
Targeted Initiative on Science and Mathematics Education. It provides
a unique opportunity to work as a doctoral student with leading
researchers in the field, in Cambridge and the other participating
institutions.
The Research Studentship holder will work primarily on an independent
study associated with the project, but will have opportunities for
involvement in all aspects of the project's work relevant to
supporting advanced research training and career development.
Supervision will be provided by one or more of the project
investigators: Professors Kenneth Ruthven, Christine Howe, Neil
Mercer, and Dr Keith Taber.
The studentship is available for up to 36 months. The expectation is
that the successful candidate will commence in October 2009, at the
start of the 2009/10 academic year.
This award is subject to the standard terms and conditions for ESRC
Research Studentships. Essentially, these mean that it is available
only to persons already ordinarily resident and with settled status in
the United Kingdom or another European Union country. Candidates must
also satisfy normal University and Faculty requirements for PhD study.
Details of the Application Procedure and Further Particulars of the
Studentship are available at
http://www.educ.cam.ac.uk/about/jobs/. Any enquiries should be directed to Emma Rixon
(er206@...) in the Faculty's Higher Degrees office.
Consideration of each individual
application will start as soon as a complete submission has been made.
Early application is encouraged to allow for securing ESRC approval in
time for an October start.
The Volume 2 (2008) of the Bulgarian Journal of Science and Education Policy ISSN 1313-1958 has just been completed with its last Number 2 (pp. 127-285). The authors presented in this issue will receive the print copy of the journal soon. Meanwhile the PDF's of these articles are freely accessible in the Section 'Files' of the BJSEP E-Mail List at Yahoo: http://groups.yahoo.com/group/BulgJSEP
B.V. Toshev. The Successful Scientific Publication: The Bulgarian Practice Against the International Standards (pp. 131-148) [In Bulgarian].
E. Pavlov. The Binomial - Medicine/Art (pp. 161-170) [In Bulgarian].
A. Vongalis-Macrow. Creating (In) Capacity: Teachers in Globalized Education Policies (pp. 171-187).
Z. Ozdilek, M. Ozkan. Needs Assessment Study in Science Education: Sample of Turkey (pp. 189-207).
Z. Kostova, B. Radoynovska. Word Association Test for Studying Conceptual Structures of Teachers and Students (pp. 209-231).
M. Karakas. A Study of Undergraduate Students' Perception about Nature of Science (pp. 233-249).
S.V. Watve. Intellectually Gigted Adults: Life Accomplishments (pp. 251-266).
D. Michalopoulos. Apostol Arsaki: A Statemanship Filled with Trials, and Education of Women (pp. 267-279).
Reviews (pp. 281-285): M. Todorov; D. Mechalopoulos.
Call for Papers:
The Bulgarian Journal of Science and Education Policy (BJSEP), ISSN 1313-1958, is an international, peer-reviewed, academic journal. The Editorial Board of the journal seeks original contributions for its Volume 3. Articles embracing any aspects of science and education theory, policy, practice (especially in science education) and management are welcome, including biographical portraits of prominent scholars and educators of any nation. Book reviews related to the scope of the journal are also solicited. Notices of conferences, calls for papers, and other academic announcements will be accepted and published in BulgJSEP E- Mail List at Yahoo,
Manuscripts (in English or in Bulgarian) should not exceed 20 standard pages in length. Articles schould be accompanied by a summary of size not exceeding 20 lines. Style should conform to that of Publication Manual of the Psychological Association, widely used for such type of publication. The electronic submission of the manuscripts (in word format) is preferable:
We would like to bring your
attention to the launch of the Journal for Activist Science and
Technology Education (JASTE). This open-source, community-reviewed
journal will be published twice a year. JASTE is part of the project
for activist science and technology education.
Please have a look at the
attached official announcement (see attached word file). The journal is
online at:
The first issue contains an editorial and 8
articles by Derek Hodson, Wolff-Michael Roth, Michael Tan, Leo Elshof,
Lyn Carter, Shiv Chopra, Sheliza Ibrahim, Larry Bencze and Steve Alsop
It is our hope that articles
in JASTE lead to lively discussion about the possibilities and hopes of
science, technology education and activism. We invite you to join these
conversations by registering on the site (WePaste). Two Canadian graduate
classes will join these discussions in the Fall and you might consider
using PASTE for your classes.
We openly welcome expressions
of interest and submissions to JASTE; these can be either attached to
the messages in the discussion forum (WePaste) or sent to contact@....
All submissions are copyright free and can be used in other contexts.
FACILITATING YOUR RESEARCH - ASSISTING YOUR TEACHING/LEARNING
'Science is the Differential Calculus of the mind,
Art is the Integral Calculus; they may be
beautiful apart, but are great only when combined.'
SIR RONALD ROSS
Khimiya/Chemistry encourages the discussion between the readers,
authors and friends of the Bulgarian Journal of Chemical Education ISSN 0861-9255 (print)
, ISSN 1313-8325 (online)(Abstracting/Indexing: Chemical Abstracts, Google Scholar and SCOPUS)
The aim of this list is to facilitate the communication of the
different parties involved in science/chemistry education - students,
parents, teachers, educators - in general people who share the love to
Chemistry. More general points of view in respect to science, society
and education with their history and philosophy will be much
appreciated.
The List will be also used by the Bulgarian Society for the Chemistry
Education and History and Philosophy of Chemistry (CE&HPC). The
CE&HPC welcomes members from all backgrounds, in Bulgaria and
internationally. For citizens outside Bulgaria the membership is FREE.
Feel free to join, post, ask questions and present announcements of use
to our community. E-mail attachments, however, are not permitted.
Cyrillic alphabet cannot be used as well.
May be of interest to some colleagues?
Keith
Progressing Science Education
Constructing the Scientific Research Programme into the Contingent
Nature of Learning Science
Series: Science & Technology Education Library , Vol. 37
Taber, Keith S.
2009, XVIII, 402 p., Hardcover
ISBN: 978-90-481-2430-5
On line at
http://www.springerlink.com/content/978-90-481-2430-5
(Can be downloaded by anyone in an institution where the Library
subscribes to Springer's Humanities, Social Science & Law ebooks )
"Exploring one of the central themes in science education theory,
this volume examines how science education can be considered as a
scientific activity within a broad post-positivist notion of science.
Many students find learning science extremely problematic, whatever
level of education they have reached. At the end of the 1970s a new
approach to tackling learning difficulties in science was developed,
drawing on ideas from psychology and cognitive science, and centred
on the way students build up new knowledge in reference to their
existing ideas. 'Constructivism' became the dominant paradigm in
science education research for two decades, spawning a vast body of
literature reporting aspects of learners' ideas in different science
topics.
However, Constructivism came under fire as it was recognised that the
research did not offer immediate and simple prescriptions for
effective science teaching. The whole approach was widely criticised,
in particular by those who saw it as having 'anti-science' leanings.
In this book, the notion of scientific research programmes is used to
understand the development, limitations and potential of
constructivism. It is shown that constructivist work in science
education fits into a coherent programme exploring the contingencies
of learning science. The author goes further to address criticisms of
constructivism; evaluate progress in the field; and suggest
directions for future research. It is concluded that constructivism
has provided the foundations for a progressive research programme
that continues to guide enquiry into learning and teaching science."
--
Dr. Keith S. Taber
http://www.educ.cam.ac.uk/staff/taber.htmlhttp://people.pwf.cam.ac.uk/kst24/
University Senior Lecturer in Science Education
Science Education Centre
University of Cambridge Faculty of Education
184 Hills Road
Cambridge CB2 8PQ
United Kingdom
to join an electronic discussion list on
learning in science
please visit
http://uk.groups.yahoo.com/group/learning-science-concepts
From: "M. Fatih Tasar"
<mftasar@...>
To: "NARST Discussion List"
<narst@...>
Subject: [narst] The EURASIA Journal - New issue has just been
released!
Date: Mon, 1 Jun 2009 18:00:10
+0300
May be of interest?
Keith
Dear Colleague,
The new issue of the EURASIA Journal has
just been released. Please visit www.ejmste.com to view and download
past and current issues and articles free!
The Development of Pre-Service Science
Teachersą Professional Knowledge in utilizing ICT to support
Professional Lives Savittree Rochanasmita Arnold, Michael J. Padilla and Bupphachart
Tunhikorn [Full
Text in PDF] (Size: 233 KB)
Adoption of ICT in Science Education:
a Case Study of Communication Channels
in
A Teachersą Professional Development
Project Kalle Juuti, Jari Lavonen, Maija Aksela and Veijo Meisalo
[Full Text
in PDF] (Size: 239 KB)
Considering Material Development
Dimension of Educational Technologies: Determining
Competencies and Pre-Service Teachersą Skills in Turkey
I™lhan Varank
[Full
Text in PDF] (Size: 157 KB)
Ability of Slovakian Pupils to
Identify
Birds
Pavol Prokop and Rastislav Rodák
[Full
Text in PDF] (Size: 160 KB)
Attitudes and Interests Towards
Biotechnology: the Mismatch Between Students and
Teachers
Gillian Kidman
[Full
Text in PDF] (Size: 161 KB)
Critical Discussion of The Efficacy of
Using Visual Learning Aids From The
Internet
To Promote Understanding, Illustrated With Examples Explaining The
Daniell Voltaic Cell Ingo Eilks, Torsten Witteck, and Verena Pietzner
[Full
Text in PDF] (Size: 527 KB)
The Effects of Problem-Based Learning
Instruction on University Studentsą Performance of
Conceptual and Quantitative Problems in Gas Concepts
Ibrahim Bilgin, Erdal S¸enocak, and Mustafa Sözbilir
[Full
Text in PDF] (Size: 231 KB)
Learning to Teach Science Using
English as the Medium of
Instruction Peter Hudson
[Full
Text in PDF] (Size: 148 KB)
Conversation
/Interview
Narrating International and National
Trends in US Science Education:
An autobiographical approach showcasing Dr. Robert
Yager
Geeta Verma and Lisa Martin-Hansen
[Full Text in PDF] (Size: 184 KB) Click here to
listen (Size: 4.80 MB)
CAL-laborate is an online peer-reviewed
journal aiming to disseminate science education research work
undertaken in science departments in HE, with a leaning towards (but
not exclusive focus on) ICT.
Contributions to this journal should be
of value and interest to university science teachers and students. Of
particular interest are papers which can be used to bring contemporary
educational research (or indeed mainstream science research) into the
classroom. Papers describing novel approaches to laboratory and
classroom teaching, especially if involving the use of ICT, are
appropriate, provided the new methods are of general interest and can
be successfully transferred to other settings. But they should not be
merely descriptions along the lines of "how I taught my last
class and what the students thought of it".
From the EARLI mail list - may be of interest to some?
Keith
>
>
>The Gordon Research Conference on Visualization in Science and Education
>will be held in Oxford UK (26th-31st July)
>
>We are now encouraging applications from science educators, cognitive
>scientists and psychologists, physical scientists and mathematicians to
>attend and present at this highly interdisciplinary conference. The
>conference themes are Uncertainty & Ambiguity; Simplicity & Complexity;
>Creativity & Discovery; Dynamism & Interactivity and Diversity &
>Multiplicity.
>
>See http://taxane.chem.unb.ca/GRC-2009/Home.html for more details on the
>conference and the pre-conference workshops on Effective Visualisations and
>Assessment.
>
>Early application is recommended, especially for students or
>researchers/educators without funding as some financial assistance is
>available.
--
Dr. Keith S. Taber
http://www.educ.cam.ac.uk/staff/taber.htmlhttp://people.pwf.cam.ac.uk/kst24/
University Senior Lecturer in Science Education
Science Education Centre
University of Cambridge Faculty of Education
184 Hills Road
Cambridge CB2 8PQ
United Kingdom
to join an electronic discussion list on
learning in science
please visit
http://uk.groups.yahoo.com/group/learning-science-concepts
please see
http://www.icpress.co.uk/chemistry/p655.html
regards,
eric scerri
---------------------------------------------------------------------
Eric Scerri, The Periodic Table, Its Story and Its Significance,
Oxford University Press, 2007.
(named as Outstanding Academic title for 2007 by Choice Magazine).
Hi Keith
Do you have the brochure and order form attachment?
It didn't come with your email and would be useful, thanks
Regards
Sue
Dr.Sue Howarth Senior Lecturer Science Education Institute of Education
University of Worcester WR2 6AJ s.howarth@...
01905 855 000.ext 2082 www.worc.ac.uk World Science homepage
Science In Images; links to top science news from other publi-
cations; and other recent World Science stories
http://www.world-science.net
--- On Fri, 10/4/09, Dr. Keith S. Taber <kst24@...> wrote:
From: Dr. Keith S. Taber <kst24@...>
Subject: LSC: Fwd: [narst] 'Science, Worldviews and Education' book
To: "learning-science-concepts" <learning-science-concepts@...>
Date: Friday, 10 April, 2009, 6:09 PM
>Sender: narst@lyris. dundee.net
>From: "michael matthews" <m.matthews@unsw. edu.au>
>To: "NARST Discussion List" <narst@lyris. dundee.net>
>Subject: [narst] 'Science, Worldviews and Education' book
This has been circulated on a few lists, so again
apologies to anyone who has already seen the
message elsewhere.
Keith
>A special issue of 'Science & Education' on the
>theme of 'Science, Worldviews,and Education'
>will be printed shortly. The theme is important
>and timely.
>
>Springer are publishing a book version of the
>issue (344pp) and it will be available for
>USD25. Contributors include philosophers,
>scientists, theologians and educators.
>
>A brochure for the book, which includes an Order
>Form, is attached. The form can be returned
>electronically to this email.
>
>If you might be able to forward the attachment
>to relevant lists or colleagues, this would be
>appreciated.
>
>Regards,
>
>Michael Matthews
>
--
Dr. Keith S. Taber
http://www.educ. cam.ac.uk/ staff/taber. html
http://people. pwf.cam.ac. uk/kst24/
University Senior Lecturer in Science Education
Science Education Centre
University of Cambridge Faculty of Education
184 Hills Road
Cambridge CB2 8PQ
United Kingdom
[Non-text portions of this message have been removed]
[Non-text portions of this message have been removed]
>Sender: narst@...
>From: "michael matthews" <m.matthews@...>
>To: "NARST Discussion List" <narst@...>
>Subject: [narst] 'Science, Worldviews and Education' book
This has been circulated on a few lists, so again
apologies to anyone who has already seen the
message elsewhere.
Keith
>A special issue of 'Science & Education' on the
>theme of 'Science, Worldviews,and Education'
>will be printed shortly. The theme is important
>and timely.
>
>Springer are publishing a book version of the
>issue (344pp) and it will be available for
>USD25. Contributors include philosophers,
>scientists, theologians and educators.
>
>A brochure for the book, which includes an Order
>Form, is attached. The form can be returned
>electronically to this email.
>
>If you might be able to forward the attachment
>to relevant lists or colleagues, this would be
>appreciated.
>
>Regards,
>
>Michael Matthews
>
--
Dr. Keith S. Taber
http://www.educ.cam.ac.uk/staff/taber.htmlhttp://people.pwf.cam.ac.uk/kst24/
University Senior Lecturer in Science Education
Science Education Centre
University of Cambridge Faculty of Education
184 Hills Road
Cambridge CB2 8PQ
United Kingdom
[Non-text portions of this message have been removed]
I know this has been on several lists, so apologies to those for whom
this is a repeat.
Keith
Announcement:
Students' conceptions in science:
Investigating ideas, activities and interactions
Yeditepe University, Istanbul, Turkey
August 31, 2009
8:00 AM - 2:30 PM
Science education researchers from throughout the world will deliver
an interactive symposium on theoretical, methodological and practical
challenges in investigating students' conceptions at Yeditepe
University in Istanbul, Turkey. Researchers from five countries will
present sessions that challenge how researchers are investigating
students' ideas, instructional activities that facilitate student
learning and social interactions among the student, instructor and
researcher. Dr. Peter Hewson, University of Wisconsin Madison (USA),
will give the keynote address on contemporary themes that are
influencing the growing body of research on students' conceptions.
This symposium is free but limited to 60 participants. The deadline
to register is August 1, 2009. You can find more information on the
symposium sessions, a list of presenters and an on-line registration
form at:
www.uwosh.edu/excel/yeditepe
<http://www.uwosh.edu/excel/yeditepe><http://www.uwosh.edu/excel/yeditepe>
--
Dr. Keith S. Taber
http://www.educ.cam.ac.uk/staff/taber.htmlhttp://people.pwf.cam.ac.uk/kst24/
University Senior Lecturer in Science Education
Science Education Centre
University of Cambridge Faculty of Education
184 Hills Road
Cambridge CB2 8PQ
United Kingdom
to join an electronic discussion list on
learning in science
please visit
http://uk.groups.yahoo.com/group/learning-science-concepts
[Non-text portions of this message have been removed]
May be of interest to colleagues? (Apologies to
those already having received this from other
sources)
Keith
From: "C.Herman" <C.Herman@...>
Date: 10 March 2009 18:37:45 GMT
Subject: Gender, Science and Technology - Call for papers - please circulate
The International Journal of Gender Science and
Technology is an independent, peer reviewed, open
access journal that welcomes contributions from
practitioners, researchers and policy makers
concerned with gender issues in and of science
and technology. The phrase gender, science and
technology intends to encompass a wide definition
of these disciplines both in terms of
methodological enquiry as well as subjects of
research.
Our aim is to help foster and provide a focus for
constructive debate and interchange of ideas
between key players and experts in this field. We
are interested in sharing knowledge and new
understandings in relation to policy development,
analysis of challenges and responses in education
and employment, critical insights from companies,
professional societies and other organisations
about the impact of gender equality strategies,
as well as perspectives from science and
technology studies - and other related issues. We
welcome contributions from a variety of
disciplines and interdisciplinary perspectives
and drawing on a wide range of theoretical
frameworks.
We are currently inviting submissions in the form of
· Full empirical research and theoretical papers
· Practitioner case studies and reports
· Opinions and perspectives from policy-makers and industry
For further information, including details of the
submission process: http://genderandset.open.ac.uk
Any enquiries please contact Dr Jenni Carr -
IJGST Project Officer (j.g.carr@...)
The first issue will be published online in July
2009 (latest submission for this issue is April
30th)
Further issues will appear every 4 months. We look forward to hearing from you!
This journal is being produced by the Open
University UK in partnership with the UK Resource
Centre for Women in SET
--
Dr. Keith S. Taber
http://www.educ.cam.ac.uk/staff/taber.htmlhttp://people.pwf.cam.ac.uk/kst24/
University Senior Lecturer in Science Education
Science Education Centre
University of Cambridge Faculty of Education
184 Hills Road
Cambridge CB2 8PQ
United Kingdom
to join an electronic discussion list on
learning in science
please visit
http://uk.groups.yahoo.com/group/learning-science-concepts
[Non-text portions of this message have been removed]
>From: "ingo" <ingo.eilks@...>
>To: "'ingo'" <ingo.eilks@...>
>Cc: <bernd.ralle@...>
>Subject: Symposium on Chemistry and Science Education Bremen 2010
>Date: Thu, 5 Mar 2009 11:54:52 +0100
>
>Dear colleagues
>Please, find attached the 1st announcement for the upcoming
>symposium on chemistry and science education to be held in May 2010
>in Bremen. The symposium is entitled
>"Contemporary Science Education - Implications from Science
>Education Research for Orientation, Strategies and Assessment".
>Please feel free to forward the information and the flyer to
>everyone who might be interested,
>We would be very happy to welcome you all next year in Spring in Bremen,
>best wishes Ingo Eilks and Bernd Ralle
>
>
>Prof. Dr. Ingo Eilks
>University of Bremen - Department of Biology and Chemistry
>Institute for the Didactics of the Sciences (IDN) - Chemistry Education
>Leobener Str. NW2
>28334 Bremen, Germany
><mailto:ingo.eilks@...>mailto:ingo.eilks@...
><http://www.chemiedidaktik.uni-bremen.de/>http://www.chemiedidaktik.uni-bremen.\
de/,
><http://www.idn.uni-bremen.de/>http://www.idn.uni-bremen.de
>Phone +49 421 218 2870/-2809
>Fax+49 218 4935
>
>
>
--
Dr. Keith S. Taber
http://www.educ.cam.ac.uk/staff/taber.htmlhttp://people.pwf.cam.ac.uk/kst24/
University Senior Lecturer in Science Education
Science Education Centre
University of Cambridge Faculty of Education
184 Hills Road
Cambridge CB2 8PQ
United Kingdom
to join an electronic discussion list on
learning in science
please visit
http://uk.groups.yahoo.com/group/learning-science-concepts
[Non-text portions of this message have been removed]
The learning-science-concepts list is intended as a forum for discussion for
teachers, researchers and others who are interested in aspects of learning in
science. Particular themes might be: alternative conceptions in science;
modeling the learning process; scaffolding learning; developing and critiquing
teaching analogies and models. Suitable postings might include observations
about learners' conceptions; news of relevant publications; consideration of
problematic aspects of learning science; information about teaching materials,
curriculum or research projects. The list has a web-site at
http://uk.groups.yahoo.com/group/learning-science-concepts/
To post a message, send an e-mail to
learning-science-concepts@...
Group members may opt to receive messages as separate e-mails, or a daily
collated message, or to only have access to messages via the web-site. To read
the latest message on the web, or to search the archive of messages, go to
http://uk.groups.yahoo.com/group/learning-science-concepts/messages
The group has a links (electronic 'bookmarks') page at
http://uk.groups.yahoo.com/group/learning-science-concepts/links
This includes links under the following headings:
* Articles and papers on the web - papers relating to aspects of learning in
science
* Archives and Portals - Web-based resource archives, and portals to web-based
resources
* Bibliographical info. - Details of books of interest - as reported on
web-sites
* Discussion lists - Discussion lists relevant to learning in science
* Journals - Home pages of journals carrying material relevant to science
education
* Organisations - Organisations concerned with science education, or with
science and its communication, educational research etc.
* People and places - Science education centres, etc.
* Research Projects - Research projects related to learning in science
* Science Education resource links - Links to sites where science teaching and
learning resources can be accessed
The group also has a files page:
http://uk.groups.yahoo.com/group/learning-science-concepts/files/
This can be used to make papers available for download.
To contact the list moderator, Dr. Keith Taber, e-mail:
List owner: learning-science-concepts-owner@...
>Date: Sun, 01 Feb 2009 08:07:00 -0500
>Reply-To: "John Baek" <johnybaek@...>
>
>Hi all,
>
>I would appreciate your help in distributing the
>following Call for Papers. Submission Deadline
>is April 30, 2009.
>
>Thanks,
>John Baek
>
>-----------------------
>
>CALL FOR PAPERS
>
>2020 Vision: The Next Generation of STEM Learning Research
>
>Science Education is seeking papers for a
>special themed section as part of an
>international initiative to articulate research
>frameworks that reflect current understandings
>of STEM learning. Submission Deadline: April
>30, 2009
>Special Themed Section
>
>
>Science Education has a long tradition of
>publishing theoretical and philosophical
>articles that seek to push the boundaries of
>learning research on science, technology,
>engineering and mathematics (STEM). In 2009
>Science Education will publish a special themed
>section specifically designed to broadly explore
>the need for new research frameworks in STEM
>learning research. The goal of this special
>section will be to examine the opportunities,
>challenges and barriers to developing
>cross-cutting research questions and paradigms
>that better reflect an understanding of STEM
>learning as lifelong, life-wide and life-deep
>and to propose a range of new visions for
>possible future research directions. This
>supplemental issue of Science Education is part
>of a U.S. National Science Foundation-funded
>initiative 2020 Vision: The Next Generation of
>STEM Learning Research, designed to initiate a
>critical international conversation about the
>current state of STEM learning research
>frameworks, an iterative process of input,
>debate, synthesis and dissemination which will
>help to inform the next generation of STEM
>learning research.
>
>
>Background
>
>
>In an increasingly scientific and technological
>world the need for a science knowledgeable
>citizenry, individuals who understand the
>fundamentals of STEM ideas and think critically
>about these issues, has never been greater.
>There is growing appreciation across the broader
>STEM education community that STEM learning is
>part of the daily lives of citizens, not only
>regularly occurring in schools and in
>after-school programs, but also in informal
>settings like museums, science centers, zoos and
>aquariums, at home with family, in the
>workplace, during leisure time when children and
>adults participate in community-based activities
>and across a wide range of digital media This
>blurring of the boundaries of where, when, why,
>how and with whom people learn, along with
>better understandings of learning as a
>personally constructed, life-long process of
>making meaning and shaping identity, has
>initiated a growing awareness in the field that
>the questions and frameworks guiding STEM
>research should be reconsidered in light of
>these new realities.
>
>
>Since STEM learning is a lifelong and cumulative
>process, it is critical that research
>frameworks, designs and approaches cut across
>time, settings, socio-cultural groups, content
>and modes of learning and investigate multiple
>contexts and media, rather than historical
>approaches that have viewed learning within
>limited temporal, spatial, subject matter and
>socio-cultural contexts (e.g., the 3rd grade
>classroom, the college introductory physics
>course or 5th grade school field trip to a
>science center).
>
>Although a few innovative STEM research efforts
>are trying to accommodate these new realities,
>we believe the field could significantly benefit
>from a broadly inclusive, far-reaching dialogue
>on this issue. Authors wishing to submit
>articles for this special section should address
>the following question:
>
>
> Given the rapidly changing landscape of
>STEM education, including the blurring of
>boundaries related to when, where, why and with
>whom STEM is learned and efforts to integrate
>traditional disciplines within the social,
>natural, and physical sciences, what research
>questions and approaches should STEM learning
>researchers utilize in order to more
>successfully frame, understand and improve
>lifelong STEM learning in the 21st century?
>
>
>
>The audience for this special 2020 Vision themed
>section will be the STEM learning research
>community, broadly defined. Just as the
>boundaries of what, where, when, how and why
>STEM learning occurs is broadening and
>expanding, so too are the boundaries of who is
>involved in the STEM learning research
>enterprise. Historically, STEM learning
>researchers were predominantly academic
>researchers, most residing in Colleges of
>Education. The STEM learning research community
>now includes an ever growing number of cognitive
>scientists and neuroscientists, scientists
>working within disciplinary departments, as well
>as academic, governmental and NGO researchers
>focused on understanding free-choice learning
>environments such as public television, science
>centers, community-based organizations and new
>media. Many research frameworks also now
>embrace the importance of more meaningfully
>involving practitioners from a wide range of
>STEM learning settings in the research process.
>This richness and diversity has both strengths
>and weaknesses the diversity has helped to
>break down traditional disciplinary boundaries,
>pushing on the frontiers of knowledge in STEM
>learning, but it can also be challenging as
>investigators cross into unfamiliar domains,
>perhaps unaware of previous research findings
>and not entirely understanding the culture and
>values of different learning communities.
>
>
>A major goal of this initiative, and in turn
>this special call for papers, is to help build
>bridges across diverse research communities in
>order to foster dialogue and synergies, making
>particular efforts to bridge the differences
>between those historically focused on specific
>aspects of early childhood, K-12, higher
>education and informal settings. We also hope
>to discuss strategies for beginning to break
>down silos between science, technology,
>engineering and mathematics content
>professionals, and build meaningful connections
>between research and practice within and across
>these diverse learning communities.
>
>
>Examples of re-defined research frameworks might
>include questions, designs and approaches that:
>
>
> 1. Question what STEM content is actually
>worth learning; given the vastness of STEM, is
>it possible or even worthwhile for an individual
>to have a working understanding of all STEM
>topics.
>
>
>
> 2. Rethink the coordination and integration
>of STEM content and pedagogy in ways that more
>accurately reflects learning as a lifelong
>process that occurs across settings (e.g., K-12,
>higher education, informal), situations (school,
>work and leisure time) and time frames.
>
>
>
> 3. Frame STEM learning within the broader
>socio-cultural contexts of an entire lifetime.
>
>
>
> 4. Address issues of equity and access to
>STEM understanding, not only within the limited
>sphere of schooling, but also across the myriad
>realities of a lifetime of learning, e.g. why
>might individuals engage in STEM learning (or
>not) over their life time, including issues of
>social stratification, agency, social structure
>and interaction, cultural background and
>identity.
>
>
>
> 5. Engage practitioners from across the
>learning landscape in the research enterprise,
>both in framing research questions and in the
>conduct of the research, including teams of
>researchers/practitioners representing expertise
>from across a broad range of contexts, content,
>age ranges, etc.
>
>
>
>Articles should build on relevant literature and
>be no more than 40 double-spaced pages in
>length, including references.
>
>
>This is an open call for papers and all
>submissions will be reviewed through the
>standard Science Education peer review process.
>We envision accepting three to six articles.
>Editors for this paper set are John H. Falk,
>Oregon State University and Lynn D. Dierking,
>Oregon State University (Learning Science in
>Everyday Life Section Co-Editors) and Joseph
>Krajcik, University of Michigan and Maria
>Varelas, University of Illinois at Chicago
>(Learning Section Co-Editors). Questions should
>be directed to Falk at:
>falkj@....
>
>
>This special Science Education themed paper set
>is one component of a U.S. National Science
>Foundation-funded initiative by the same name.
>In addition to this special themed section, the
>2020 Vision: The Next Generation of STEM
>Learning Research initiative includes three
>other components: (1) an international
>invitational conference that brings together
>leaders from across the STEM learning research
>community (August 16-18, 2009); (2) an
>interactive website, designed to consolidate,
>synthesize, debate, and disseminate potential
>research frameworks, questions and approaches
>that might more effectively address the changing
>world of STEM learning; and, (3) a series of
>town hall meetings at relevant national and
>international STEM learning research meetings.
>The ultimate goal of the initiative is to ensure
>that the STEM learning research community asks
>more valid research questions, which it is hoped
>will yield more robust insights, which in turn
>should contribute to the improvement of future
>STEM research, evaluation and practice efforts.
>
>NOTE: Manuscripts for this Special 2020 Vision
>Theme Section should be submitted online.
>Information regarding the preparation of
>manuscripts and directions for online submission
>is available at:
>http://www3.interscience.wiley.com/cgi-bin/jhome/32122
>
>For online submissions, submit files at: http://mc.manuscriptcentral.com/scied
>
>Upon submission, please indicate in a cover
>letter to the editor that you would like the
>manuscript to be considered for publication in
>the STEM Learning 2020 Vision Paper Set.
>
>--
>As of 2/13/09, I will no longer be at CAISE.
>Inquiries about CAISE should be directed to
>Wendy Pollock, wpollock@.... Starting in
>mid-March, please contact me through the
>Department of Science and Math Education at
>Oregon State University, where I will serve as
>assistant professor of free-choice learning.
>Until then, I can be reached at my personal
>email, johnybaek@....
>
>John Baek, PhD
>Manager
>CAISE | Center for Advancement of Informal Science Education
>1025 Vermont Ave NW, Suite 500
>Washington, DC 20005-6310
>http://insci.org
>(202) 783-7200 x139
>(202) 783-7207 (Fax)
>jbaek@...
>
>---
>You are currently subscribed to narst as: kst24@....
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>
>
--
Dr. Keith S. Taber
University of Cambridge Faculty of Education
[Non-text portions of this message have been removed]
The learning-science-concepts list is intended as a forum for discussion for
teachers, researchers and others who are interested in aspects of learning in
science. Particular themes might be: alternative conceptions in science;
modeling the learning process; scaffolding learning; developing and critiquing
teaching analogies and models. Suitable postings might include observations
about learners' conceptions; news of relevant publications; consideration of
problematic aspects of learning science; information about teaching materials,
curriculum or research projects. The list has a web-site at
http://uk.groups.yahoo.com/group/learning-science-concepts/
To post a message, send an e-mail to
learning-science-concepts@...
Group members may opt to receive messages as separate e-mails, or a daily
collated message, or to only have access to messages via the web-site. To read
the latest message on the web, or to search the archive of messages, go to
http://uk.groups.yahoo.com/group/learning-science-concepts/messages
The group has a links (electronic 'bookmarks') page at
http://uk.groups.yahoo.com/group/learning-science-concepts/links
This includes links under the following headings:
* Articles and papers on the web - papers relating to aspects of learning in
science
* Archives and Portals - Web-based resource archives, and portals to web-based
resources
* Bibliographical info. - Details of books of interest - as reported on
web-sites
* Discussion lists - Discussion lists relevant to learning in science
* Journals - Home pages of journals carrying material relevant to science
education
* Organisations - Organisations concerned with science education, or with
science and its communication, educational research etc.
* People and places - Science education centres, etc.
* Research Projects - Research projects related to learning in science
* Science Education resource links - Links to sites where science teaching and
learning resources can be accessed
The group also has a files page:
http://uk.groups.yahoo.com/group/learning-science-concepts/files/
This can be used to make papers available for download.
To contact the list moderator, Dr. Keith Taber, e-mail:
List owner: learning-science-concepts-owner@...
This may be of interest to colleagues:
>The National Institute of Education and the Ministry of Education,
>Singapore, are organizing the International Science Education
>Conference 2009 from 24th to 26th November 2009.
>
>Details of the conference can be found at
><http://www.nsse.nie.edu.sg/isec2009/>http://www.nsse.nie.edu.sg/isec2009/
>
>
>Best wishes.
>
>Daniel Tan & Yew Jin Lee
>Co-chairs
>ISEC 2009 Organizing Committee
>
--
Dr. Keith S. Taber
University of Cambridge Faculty of Education
[Non-text portions of this message have been removed]
This may be of interest to some colleagues if you have not already seen it,
Keith
>Reply-To: "Peter Eastwell" <editor@...>
>From: "Peter Eastwell" <editor@...>
>To: "SER Mailing" <editor@...>
>Subject: Introducing Journal
>Date: Mon, 22 Dec 2008 22:05:20 +1000
>
>Dear Fellow Science Educator
>
>A comprehensive review of the international science education literature, plus
>a wealth of readily-implemented classroom activities
>for the busy primary and high school teacher
>
>Just a brief message to introduce The Science Education Review
>(SER), a relatively new international science education journal.
>Please find details at
><http://www.ScienceEducationReview.com>www.ScienceEducationReview.com
>. A free trial is available, together with the special report, Top
>Six Latest Ideas in Science Education. Also, please find our open
>access papers
>at
<http://www.scienceeducationreview.com/open_access/index.html>http://www.science\
educationreview.com/open_access/index.html .
>
>I would also appreciate you kindly bringing SER to the attention of
>colleagues, and others involved in our field, by sharing this
>message with relevant persons in your address book.
>
>Sincerely
>
>Peter
>
>Dr Peter H. Eastwell
>Editor, The Science Education Review
><http://www.ScienceEducationReview.com>www.ScienceEducationReview.com
--
Dr. Keith S. Taber
University of Cambridge Faculty of Education
[Non-text portions of this message have been removed]
The learning-science-concepts list is intended as a forum for discussion for
teachers, researchers and others who are interested in aspects of learning in
science. Particular themes might be: alternative conceptions in science;
modeling the learning process; scaffolding learning; developing and critiquing
teaching analogies and models. Suitable postings might include observations
about learners' conceptions; news of relevant publications; consideration of
problematic aspects of learning science; information about teaching materials,
curriculum or research projects. The list has a web-site at
http://uk.groups.yahoo.com/group/learning-science-concepts/
To post a message, send an e-mail to
learning-science-concepts@...
Group members may opt to receive messages as separate e-mails, or a daily
collated message, or to only have access to messages via the web-site. To read
the latest message on the web, or to search the archive of messages, go to
http://uk.groups.yahoo.com/group/learning-science-concepts/messages
The group has a links (electronic 'bookmarks') page at
http://uk.groups.yahoo.com/group/learning-science-concepts/links
This includes links under the following headings:
* Articles and papers on the web - papers relating to aspects of learning in
science
* Archives and Portals - Web-based resource archives, and portals to web-based
resources
* Bibliographical info. - Details of books of interest - as reported on
web-sites
* Discussion lists - Discussion lists relevant to learning in science
* Journals - Home pages of journals carrying material relevant to science
education
* Organisations - Organisations concerned with science education, or with
science and its communication, educational research etc.
* People and places - Science education centres, etc.
* Research Projects - Research projects related to learning in science
* Science Education resource links - Links to sites where science teaching and
learning resources can be accessed
The group also has a files page:
http://uk.groups.yahoo.com/group/learning-science-concepts/files/
This can be used to make papers available for download.
To contact the list moderator, Dr. Keith Taber, e-mail:
List owner: learning-science-concepts-owner@...
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