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Science Teachers' Knowledge Development
Jan van Driel presents an overview of his research on the professional knowledge that science teachers develop and enact in their teaching to promote student understanding and engagement in science.
Models, Simulations, and Representations
Although scientific models and simulations differ in numerous ways, they are similar in so far as they are posing essentially philosophical problems about the nature of representation. This collection is designed to bring together some of the best work on the nature of representation being done by both established senior philosophers of science and younger researchers. Most of the pieces, while appealing to existing traditions of scientific representation, explore new types of questions, such as: how understanding can be developed within computational science; how the format of representations matters for their use, be it for the purpose of research or education; how the concepts of emergence and supervenience can be further analyzed by taking into account computational science; or how the emphasis upon tractability--a particularly important issue in computational science--sheds new light on the philosophical analysis of scientific reasoning.
Leadership and Professional Development in Science Education
Leadership and Professional Development in Science Education provides invaluable insight into the role of science teachers as learners and thinkers of change processes. The fourteen chapters, by an eminent international team of science educators, explain and explore the relationship between professional development, teacher leadership and teacher learning. Research-based practical and theoretical exemplars reflect state of the art science teacher leadership in a broad range of international contexts. The book is divided into three parts, reflecting a multi-layered approach to teacher learning: * Personal initiatives in teacher learning, focusing on individual teachers; * Collegial initiatives in teacher learning, focusing on groups of teachers; * Systemic initiatives for teacher learning, focusing on system-wide issues. Student teachers and practising teachers will find the text highly valuable as they consider and review the challenges of teaching practice and ways of working with colleagues, while school leaders and policymakers will benefit from the book's insight into system-wide issues of professional development.
Science Teachers’ Knowledge Development
In this volume, Jan van Driel presents an overview of his research on the professional knowledge that science teachers develop and enact in their teaching to promote student understanding and engagement in science. Using a selection of ten of his best publications, van Driel explains his journey from a chemistry teacher to an international leader in research in science education. He highlights collaborative projects with colleagues and students that have contributed to a better understanding of the nature of science teachers’ professional knowledge and how it develops in the context of teacher education and reforms of science education. He discusses the impact of this research on the international research community, and on the practice and policy of science education.
