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The Language of Science Education: An Expanded Glossary of Key Terms and Concepts in Science Teaching and Learning is written expressly for science education professionals and students of science education to provide the foundation for a shared vocabulary of the field of science teaching and learning. Science education is a part of education studies but has developed a unique vocabulary that is occasionally at odds with the ways some terms are commonly used both in the field of education and in general conversation. Therefore, understanding the specific way that terms are used within science…mehr
The Language of Science Education: An Expanded Glossary of Key Terms and Concepts in Science Teaching and Learning is written expressly for science education professionals and students of science education to provide the foundation for a shared vocabulary of the field of science teaching and learning. Science education is a part of education studies but has developed a unique vocabulary that is occasionally at odds with the ways some terms are commonly used both in the field of education and in general conversation. Therefore, understanding the specific way that terms are used within science education is vital for those who wish to understand the existing literature or make contributions to it. The Language of Science Education provides definitions for 100 unique terms, but when considering the related terms that are also defined as they relate to the targeted words, almost 150 words are represented in the book. For instance, “laboratory instruction” is accompanied by definitions for openness, wet lab, dry lab, virtual lab and cookbook lab. Each key term is defined both with a short entry designed to provide immediate access following by a more extensive discussion, with extensive references and examples where appropriate. Experienced readers will recognize the majority of terms included, but the developing discipline of science education demands the consideration of new words. For example, the term blended science is offered as a better descriptor for interdisciplinary science and make a distinction between project-based and problem-based instruction. Even a definition for science education is included. The Language of Science Education is designed as a reference book but many readers may find it useful and enlightening to read it as if it were a series of very short stories.
5E Inquiry Model (See Learning Cycle); 21st Century Skills; Academic Language in Science; Academic Standards (see Standards); Action Research; Advance Organizer; Alphabet Soup Science Curriculum Projects; nalogies in Science Teaching; Argumentation in Science Teaching; Atlas of Science Literacy; Authentic Inquiry (see Inquiry Instruction); Authentic Science Learning Contexts; Backing (see Argumentation); Benchmarks in Science Teaching (General Definition); Benchmarks for Science Literacy (U.S. Document); “Big Ideas” in Science (see Crosscutting Concepts); Blended Science Instruction; Classroom Discourse; Claims (see Argumentation); Cognitive Dissonance (Disequilibrium); Collaborative Inquiry Learning (see Inquiry Instruction); Coordinated Science Instruction (see Blended Science Instruction); Common Core Standards (U.S. Document); Computer Simulations; Concept Map; Conceptual Change Teaching (see Constructivism); Conceptual Profile; Conceptual Understanding (see Teaching for Conceptual Understanding); Coordinated Science (see Blended Science Instruction); Constructivism as Learning Theory; Constructivist Teaching Practices; Construction of Scientific Knowledge; Context-based Science Education; Controversial Scientific Issues in Science Teaching; Cookbook Laboratory (see Laboratory and Science Teaching); Core (see Disciplinary Core Ideas); Critical Thinking; Crosscutting Concepts; Culturally Relevant Pedagogy (CRP); Curriculum; Deductive Thinking (See also Induction); Diagnostic Assessments; Didactic Instruction; Differentiation (Differentiated Instruction); Discovery Learning (Teaching); Disequilibrium (see Cognitive Dissonance); Discrepant Event; Disciplinary Core Ideas; Dry Lab (see Laboratory); Epistemology and Epistemological Beliefs (see Nature of Science); Environmental Education; Ethics in Science; Experiential Learning; Experiments (see Laboratory and Science Teaching); Evidence (see Argumentation); Framework for K-12 Science Education (U.S. Document);Frameworks (General Definition); Foundation for Unified Science Education (FUSE) (see Blended Science Instruction); Formative Assessment (see also Summative); Globalization of Science Education; Grounds (see Argumentation); Guided Inquiry (see Inquiry Instruction); Hands-on Science; Hypothesis (Scientific Hypothesis); Hypothetico-deduction; Inclusive Science Instruction; Induction (Inductive Thinking) (see also Deduction); Inferences (Inferring in Science); Informal (Free Choice) Science Learning; Inquiry Continuum (see Inquiry Instruction); Inquiry Instruction; Integrated Science (see Blended Science Instruction); Intradisciplinary Science Instruction (see Blended Science Instruction); Interdisciplinary Science Instruction (see Blended Science Instruction); Laboratory and Science Teaching; Laboratory Experiments (see Laboratory and Science Teaching); Laboratory Levels of Inquiry (see Laboratory and Science Teaching); Law (Scientific Law or Principle) ; Learning Cycle; Learning Progression; Meaning Making and Science Learning; Metacognition; Micro-computer Based Laboratory (MBL); Misconceptions (Alternative Conceptions); National Science Education Standards (U.S. Document); Nature of Science; Next Generation Science Standards (U.S. Document); Open Inquiry (See Inquiry Instruction); Outdoor Science Education; Pedagogical Content Knowledge (PCK); Pedagogical Practices in Science Teaching; Place-based Learning; Prerequisite Knowledge and Skills (see Prior Knowledge); Prior Knowledge in Teaching and Learning; Probes and Probeware; Problem Based Learning (PBL); Problem Solving; Process Skills (see Science Process Skills); Process Oriented Guided Instruction (POGIL); Programme for International Student Assessment (PISA); Project 2061 (U.S. Science Education Program); Project-based Instruction (PBI); Puzzling Phenomenon (See Discrepant Event); Questioning Strategies; Radical Constructivism (see Constructivism); Rebuttal (see Argumentation); Reasoning (see also Argumentation); Rhetoric of Science (see Scientific Discourse); Scaffolding; Science and Engineering Practices; Science Education; Science Fairs, Exhibitions, and Research Competitions; Science Notebooks (Notebooking); Science Process Skills; Science, Technology and Society (S/T/S); Scientific Discourse (Rhetoric of Science); Scientific Hypothesis (see Hypothesis); Scientific Literacy; Scientific Method (Scientific Methodology); Scientific Model (Modeling); Scientific Openness; Scientific Principle (see Law/Principle); Scientific Theory (see Theory); Scientific Thinking Skills; Scientific Writing Heuristic (SWH); Situated Learning; Social Constructivism; Socio-scientific Issue-based Instruction; Standards (Academic Standards) in Science Teaching; Structured Inquiry (See Inquiry Instruction); STEM: Science, Technology, Engineering, and Mathematics; Summative Assessment (see also Formative Assessment); Teaching for Conceptual Understanding; Technological Pedagogical Content Knowledge (TPACK); Theory in Science (Scientific Theory); Trends in International Mathematics and Science Study (TIMMS); Unified Science Instruction (see Blended Science Instruction); Urban Science Education; Virtual Learning Environments; Virtual Laboratory (see Laboratory and Science Teaching); Warrant (see Argumentation); Wet Lab (see Laboratory and Science Teaching)
5E Inquiry Model (See Learning Cycle); 21st Century Skills; Academic Language in Science; Academic Standards (see Standards); Action Research; Advance Organizer; Alphabet Soup Science Curriculum Projects; nalogies in Science Teaching; Argumentation in Science Teaching; Atlas of Science Literacy; Authentic Inquiry (see Inquiry Instruction); Authentic Science Learning Contexts; Backing (see Argumentation); Benchmarks in Science Teaching (General Definition); Benchmarks for Science Literacy (U.S. Document); “Big Ideas” in Science (see Crosscutting Concepts); Blended Science Instruction; Classroom Discourse; Claims (see Argumentation); Cognitive Dissonance (Disequilibrium); Collaborative Inquiry Learning (see Inquiry Instruction); Coordinated Science Instruction (see Blended Science Instruction); Common Core Standards (U.S. Document); Computer Simulations; Concept Map; Conceptual Change Teaching (see Constructivism); Conceptual Profile; Conceptual Understanding (see Teaching for Conceptual Understanding); Coordinated Science (see Blended Science Instruction); Constructivism as Learning Theory; Constructivist Teaching Practices; Construction of Scientific Knowledge; Context-based Science Education; Controversial Scientific Issues in Science Teaching; Cookbook Laboratory (see Laboratory and Science Teaching); Core (see Disciplinary Core Ideas); Critical Thinking; Crosscutting Concepts; Culturally Relevant Pedagogy (CRP); Curriculum; Deductive Thinking (See also Induction); Diagnostic Assessments; Didactic Instruction; Differentiation (Differentiated Instruction); Discovery Learning (Teaching); Disequilibrium (see Cognitive Dissonance); Discrepant Event; Disciplinary Core Ideas; Dry Lab (see Laboratory); Epistemology and Epistemological Beliefs (see Nature of Science); Environmental Education; Ethics in Science; Experiential Learning; Experiments (see Laboratory and Science Teaching); Evidence (see Argumentation); Framework for K-12 Science Education (U.S. Document);Frameworks (General Definition); Foundation for Unified Science Education (FUSE) (see Blended Science Instruction); Formative Assessment (see also Summative); Globalization of Science Education; Grounds (see Argumentation); Guided Inquiry (see Inquiry Instruction); Hands-on Science; Hypothesis (Scientific Hypothesis); Hypothetico-deduction; Inclusive Science Instruction; Induction (Inductive Thinking) (see also Deduction); Inferences (Inferring in Science); Informal (Free Choice) Science Learning; Inquiry Continuum (see Inquiry Instruction); Inquiry Instruction; Integrated Science (see Blended Science Instruction); Intradisciplinary Science Instruction (see Blended Science Instruction); Interdisciplinary Science Instruction (see Blended Science Instruction); Laboratory and Science Teaching; Laboratory Experiments (see Laboratory and Science Teaching); Laboratory Levels of Inquiry (see Laboratory and Science Teaching); Law (Scientific Law or Principle) ; Learning Cycle; Learning Progression; Meaning Making and Science Learning; Metacognition; Micro-computer Based Laboratory (MBL); Misconceptions (Alternative Conceptions); National Science Education Standards (U.S. Document); Nature of Science; Next Generation Science Standards (U.S. Document); Open Inquiry (See Inquiry Instruction); Outdoor Science Education; Pedagogical Content Knowledge (PCK); Pedagogical Practices in Science Teaching; Place-based Learning; Prerequisite Knowledge and Skills (see Prior Knowledge); Prior Knowledge in Teaching and Learning; Probes and Probeware; Problem Based Learning (PBL); Problem Solving; Process Skills (see Science Process Skills); Process Oriented Guided Instruction (POGIL); Programme for International Student Assessment (PISA); Project 2061 (U.S. Science Education Program); Project-based Instruction (PBI); Puzzling Phenomenon (See Discrepant Event); Questioning Strategies; Radical Constructivism (see Constructivism); Rebuttal (see Argumentation); Reasoning (see also Argumentation); Rhetoric of Science (see Scientific Discourse); Scaffolding; Science and Engineering Practices; Science Education; Science Fairs, Exhibitions, and Research Competitions; Science Notebooks (Notebooking); Science Process Skills; Science, Technology and Society (S/T/S); Scientific Discourse (Rhetoric of Science); Scientific Hypothesis (see Hypothesis); Scientific Literacy; Scientific Method (Scientific Methodology); Scientific Model (Modeling); Scientific Openness; Scientific Principle (see Law/Principle); Scientific Theory (see Theory); Scientific Thinking Skills; Scientific Writing Heuristic (SWH); Situated Learning; Social Constructivism; Socio-scientific Issue-based Instruction; Standards (Academic Standards) in Science Teaching; Structured Inquiry (See Inquiry Instruction); STEM: Science, Technology, Engineering, and Mathematics; Summative Assessment (see also Formative Assessment); Teaching for Conceptual Understanding; Technological Pedagogical Content Knowledge (TPACK); Theory in Science (Scientific Theory); Trends in International Mathematics and Science Study (TIMMS); Unified Science Instruction (see Blended Science Instruction); Urban Science Education; Virtual Learning Environments; Virtual Laboratory (see Laboratory and Science Teaching); Warrant (see Argumentation); Wet Lab (see Laboratory and Science Teaching)
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