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Table of Contents:
Preface
Chapter 1. Applications of Intellectual Development Theory to Science and Engineering Education, pp. 1-30
(Ella L. Ingram, Rose-Hulman Institute of Technology, Applied Biology and Biomedical Engineering, Terre Haute, IN, Craig E. Nelson, Indiana Univ., Dept. of Biology, Bloomington, IN)
Chapter 2. Teachers’ Judgment from a European Psychosocial Perspective, pp. 31-54
(M.C. Matteucci, F. Carugati, P. Selleri, E. Mazzoni,
and C. Tomasetto, University of Bologna – Department of Education – Faculty of Psychology, Italy)
Chapter 3. A Problem-Based Approach to Training Elementary Teachers to Plan Science Lessons, pp. 55-73
(Lynn D. Newton and Douglas P. Newton, School of Education, Durham Univ., UK)
Chapter 4. An Emphasis on Inquiry and Inscription Notebooks: Professional Development for Middle School and High School Biology Teachers, pp. 75-88
(Claudia T. Melear, Univ. of Tennessee, Knoxville, Eddie Lunsford, Southwestern Community College, Sylva, NC)
Chapter 5. Facilitating Science Teachers' Understanding of Nature of Science, pp. 89-99
(Mansoor Niaz, Epistemology of Science Group, Dept. of Chemistry, Univ. de Oriente, Venezuela)
Chapter 6. The Impact of In-Service Education and Training on Classroom Interaction in Primary and Secondary Schools in Kenya: A Case Study of the School-Based Teacher Development and Strengthening of Mathematics and Sciences in Secondary Education, pp. 101-131
(Daniel N. Sifuna, Dept. of Educational Foundations, Kenyatta Univ., Nobuhide Sawamura, Centre for International Cooperation, Hiroshima Univ.)
Chapter 7. Classroom Discourse: Contrastive and Consensus Conversations, pp. 133-153
(Noel Enyedy, Sarah Wischnia, Megan Franke, UCLA Graduate School of Education and Information Studies)
Chapter 8. Developing Critical Thinking Is Like A Journey, pp. 155-169
(Peter J. Taylor, Critical & Creative Thinking Graduate Program, Univ. of Massachusetts, Boston, MA)
Chapter 9. Inquiry: Time Well Invested, pp. 171-185
(Eddie Lunsford, Southwestern Community College, Sylva, NC, Claudia T. Melear, Univ. of Tennessee, Knoxville)
Chapter 10. Intensive Second Language Instruction for International Teaching Assistants: How Much and What Kind is Effective?, pp. 187-205
(Dale T. Griffee and Greta Gorsuch, Texas Tech Univ., David Britton and Caleb Clardy, Texas Tech Univ.)
Chapter 11. How to Teach Dynamic Thinking with Concept Maps, pp. 207-227
(Natalia Derbentseva, Frank Safayeni, Univ. of Waterloo, Canada, Alberto J. Canas, Institute for Human and Machine Cognition)
Chapter 12. Competency-Based Assessment in A Medical School: A Natural Transition to Graduate Medical Education?, pp. 229-243
(John E. Tetzlaff, Cleveland Clinic Lerner College of Medicine of Case Western Reserve Univ., Anesthesiology Institute, Cleveland Clinic, Elaine F. Dannefer, Cleveland Clinic Lerner College of Medicine of Case Western Reserve Univ., Andrew J. Fishleder, Cleveland Clinic Lerner College of Medicine of Case Western Reserve Univ., Education Institute, Cleveland Clinic)
Chapter 13. Beliefs of Classroom Environment and Student Empowerment: A Comparative Analysis of Pre-Service and Entry Level Teachers, pp. 245-255
(Joe D. Nichols, Phyllis Agness, Dorace Smith, Dept. of Educational Studies, School of Education, Indiana Univ., Purdue Univ. at Fort Wayne, Fort Wayne, Indiana)
Chapter 14. Interactionistic Perspective on Student Teacher Development during Problem-Based Teaching Practice, pp. 257-281
(Raimo Kaasila and Anneli Lauriala, Univ. of Lapland, Rovaniemi, Finland)
Chapter 15. To Identify What I Do Not Know and What I Already Know: A Self Journey to the Realm of Metacognition, pp. 283-322
(Hava Greensfeld, Dept. of Natural Sciences, Michlalah Jerusalem College, Jerusalem, Israel)
Chapter 16. Traces and Indicators: Fundamentals for Regulating Learning Activities, pp. 323-349
(Jean-Charles Marty, Thibault Carron, Jean-Mathias Heraud, SysCom Lab, Univ. of Savoie, France)
Chapter 17. Professional Learning and Technology to Support School Reform, pp. 351-358
(Ron Owston, Institute for Research on Learning Technologies, York Univ., Toronto, Canada)
Chapter 18. Collaborative Knowledge Construction during Structured Tasks In An Online Course at Higher Education Context, pp. 359-376
(Maarit Arvaja and Raija Hamalainen, Institute for Educational Research, Univ. of Jyvaskyla, Finland)
Chapter 19. Challenges of Multidisciplinary and Innovative Learning, pp. 377-389
(Jouni Hautala, Mauri Kantola and Juha Kettunen, Turku Univ. of Applied Sciences, Turku, Finland)
Index |
