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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.
Table des matières
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
A propos de l'auteur
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.
