Narratives of Doctoral Studies in Science Education

Making the transition from educational practitioner to researcher
Herausgeber: Simon, Shirley; Parchmann, Ilka; Ottander, Christina

• Gebundenes Buch

Produktbeschreibung

This book focuses on ways in which small scale research studies arising from issues of practice, such as those undertaken by post-graduate researchers and doctoral students, are conceptualised, theorised and implemented using different methodological approaches and research frameworks. The three editors have worked with a number of doctoral students in their home countries (UK, Sweden and Germany) from which case studies will tell real stories of projects and challenges that researchers face when making the transition from educational practitioner to researcher.

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Produktdetails

• Verlag: Taylor & Francis Ltd (Sales)
• Seitenzahl: 192
• Erscheinungstermin: 4. September 2015
• Englisch
• Abmessung: 234mm x 156mm x 13mm
• Gewicht: 467g
• ISBN-13: 9781138890282
• ISBN-10: 1138890286
• Artikelnr.: 42739915

Autorenporträt

Shirley Simon is Professor of Science Education at the UCL Institute of Education, University College London, UK. Christina Ottander is Associate Professor and Senior Lecturer in Science Education at the Department of Science and Mathematics Education, Umeå University, Sweden. Ilka Parchmann is Professor and Head of the Chemistry Education Department at the Leibniz-Institute for Science and Mathematics Education, Germany, and Professor of Chemistry Education at the Christian-Albrechts-University of Kiel, Germany.

Inhaltsangabe

Editorial Introduction: Issues faced by doctoral students on their research
journey Shirley Simon, Ilka Parchmann and Christina Ottander Part 1:
Research-based Design Relocalisations and Renegotiations: Framing a project
about science and gender in preschool Sofie Areljung. Teachers Learning
from Young Children During a Cognitive Acceleration Programme Anne
Robertson. Abilities of Participants at Students' Science Competitions
Christine Köhler. Studying Motivation in the Science Classroom Jenny M
Hellgren. Exploring Learning Experiences and Meaning-making in
Environmental and Sustainability Issues Annika Manni. The Lexical and
Grammatical Structure of Science Examination Questions Adrian Day Part 2:
Theory Led Design-based Research What do Students Think About Scientists
and Their Professions? Wilfried Wentorf. How to Develop an Understanding
for Chemistry? Investigating learning progressions for university entrants
Julian Rudnik. Do We Really Know What Science is All About? Researchers'
and students' perceptions of science Frederike Tirre. Finding and
Elaborating Frameworks for Analysing Context-Based Chemistry Problems
Karolina Broman Part 3: Practitioner led design-based research From 'What'
to 'How': Researching students' meaning-making in sustainability dilemmas
Katarina Ottander. Line Graphs in Mathematics and Science: The use of
different learning approaches Elizabeth Wady. Insights and Lessons from
Primary Science Teachers' Initial Professional Learning and Collaborative
Practices in Questioning Tan Ying Chin Concluding Chapter Conclusions
Shirley Simon, Christina Ottander and Ilka Parchman