Iterative Design of Teaching-Learning Sequences : (Record no. 102823)
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| fixed length control field | 11408nam a22005053i 4500 |
| 001 - CONTROL NUMBER | |
| control field | EBC4107774 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | MiAaPQ |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240729130126.0 |
| 006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS | |
| fixed length control field | m o d | |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr cnu|||||||| |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240724s2015 xx o ||||0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9789400778085 |
| Qualifying information | (electronic bk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| Canceled/invalid ISBN | 9789400778078 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (MiAaPQ)EBC4107774 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (Au-PeEL)EBL4107774 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (CaPaEBR)ebr11148277 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (CaONFJC)MIL877203 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)935248679 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | MiAaPQ |
| Language of cataloging | eng |
| Description conventions | rda |
| -- | pn |
| Transcribing agency | MiAaPQ |
| Modifying agency | MiAaPQ |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | Q181-183.4 |
| 082 0# - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 507.104 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Psillos, Dimitris. |
| 245 10 - TITLE STATEMENT | |
| Title | Iterative Design of Teaching-Learning Sequences : |
| Remainder of title | Introducing the Science of Materials in European Schools. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 1st ed. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Dordrecht : |
| Name of producer, publisher, distributor, manufacturer | Springer Netherlands, |
| Date of production, publication, distribution, manufacture, or copyright notice | 2015. |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Date of production, publication, distribution, manufacture, or copyright notice | ©2016. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 1 online resource (379 pages) |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | computer |
| Media type code | c |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | online resource |
| Carrier type code | cr |
| Source | rdacarrier |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Intro -- Contents -- Introduction -- References -- Part I: Theoretical Aspects -- Theoretical Issues Related to Designing and Developing Teaching-Learning Sequences -- 1 Introduction -- 2 Designing TLS: Grand Theories and Design Frameworks -- 3 Advancement in Designing Empirical TLS -- 4 Evaluation and Iterative Refinement of TLS -- 5 Conclusion -- References -- Pragmatic Design-Based Research - Designing as a Shared Activity of Teachers and Researches -- 1 Introduction -- 1.1 Pragmatism -- 2 Design-Based Research -- 2.1 Designing Generates an Educational Innovation -- 2.2 Design-Based Research Is an Iterative Process -- 2.3 Novel Knowledge -- 2.4 Aspects of Credibility -- 3 Discussion and Conclusions -- References -- Participatory Approaches to Curriculum Design From a Design Research Perspective -- 1 Introduction -- 2 Traditional Curriculum Innovation in Science Education: Forgetting that Teachers Matter -- 2.1 Why Do Teachers Matter? Innovation as Teacher Development -- 2.1.1 How Do Teachers Learn? A Situative and Socio-cultural View -- 2.2 Why Do Teachers Matter? Innovation as Curriculum Development that Needs Teachers -- 2.2.1 The Role of Research Knowledge in Curriculum Innovation -- 3 Design-Based Research, Research on Teaching Learning Sequences and the Participation of Teachers in Curriculum Design -- 3.1 Teachers' Participation in DBR and TLS Research Frameworks -- 3.2 Participatory Design Research: Epistemological Implications -- 3.3 Participatory Design Research: Practical Implications -- 4 A Route to Participatory Curriculum Design for the Design Research Approach: Ideas from the Community Framework -- 4.1 PLC as a Model for Participatory Approaches to Curriculum Design -- 4.2 The Role of Trust and Rhythms in Participatory Approaches to Curriculum Design -- 4.3 The Inquiry-Stance in Participatory Approaches to Curriculum Design. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | 4.4 Impact on Teacher Learning and Students' Results of Participatory Approaches to Curriculum Design -- 4.5 Sustainability and Scalability of Participatory Curriculum Design: The Need to Focus on Teacher Leadership -- 5 Tensions Between the Teacher's and Researcher's Agenda in a Participatory Approach to Design Research -- 6 Summary and Conclusions -- References -- Part II: Aspects of Materials Science and Their Educational Adaptation -- Materials Science: Trends, Material Properties and Educational Perspectives -- 1 Introduction: Terms and Terminology in Materials Science -- 2 Part A -- 2.1 History of Materials and Materials Science -- 2.2 Material Structure and Properties -- 2.2.1 Material Structure -- 2.2.2 Material Properties -- 2.2.2.1 Materials Composition and Density -- 2.2.2.2 Mechanical Properties -- 2.2.2.3 Thermal Properties -- 2.2.2.4 Electrical, Magnetic and Optical Properties -- 2.2.3 Structure and Properties -- 3 Part B -- 3.1 Education in Materials Science -- 3.1.1 Formal Education -- 3.1.2 University Level -- 3.1.3 Pre-university Level -- 3.1.4 Introducing Materials Science in Pre-university Level -- 3.2 Informal Education -- 3.2.1 Teaching Resources -- 4 Concluding Remarks -- References -- Integrating Science and Technology in School Practice Through the Educational Reconstruction of Contents -- 1 Introduction -- 2 Previous Attempts at Integrating Science and Technology -- 3 Main Relevant Aspects of the Nature of Science in the Perspective of Integrating Science and Technology -- 4 The Nature of Technology: Some Uncharted Aspects -- 5 A Framework for Integrating Science and Technology from the Content Knowledge Viewpoint -- 5.1 The ER Model -- 5.2 Use of the ER Model to Integrate Science and Technology -- 6 Contextualizing the Science and Technology Integration in Teaching-Learning Sequences -- 7 Conclusions and Implications. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Appendix: Outline of an Example Which Uses Properties of Materials as Suitable Field to Integrate Science and Technology -- Electrical Properties of Materials -- References -- Part III: Case Studies -- The Process of Iterative Development of a Teaching/Learning Sequence on Acoustic Properties of Materials -- 1 Introduction -- 2 Context -- 3 Design of a Teaching/Learning Sequence on Acoustic Properties of Materials -- 3.1 Theoretical Framework for the Design of the Sequence -- 3.1.1 Elicitation of Design Principles -- 3.1.2 Subject Matter Clarification and Analysis of Students' Learning Needs -- 3.1.2.1 Analysis of the Subject Matter -- 3.1.2.2 Review of Previous Research on Students' Conceptions of Sound -- Students' Conceptions of the Nature and Propagation of Sound -- Students' Conceptions of the Interaction of Sound with Matter -- 3.1.2.3 Preliminary Research Study on Students' Conceptions of Sound Attenuation and Acoustic Properties of Materials -- Students' Conceptions of the Phenomenon of Sound Attenuation -- Students' Conceptions of Acoustic Properties of Materials -- 3.2 The Sequence of Teaching and Learning Activities as a Product of the Design Process -- 4 Development and Refinement of the Sequence -- 5 Implementation(s) of the Sequence -- 6 Research Questions and Methods -- 6.1 Research Questions/Aims -- 6.2 Research Methodology -- 6.3 Data Collection -- 6.4 Data Analysis -- 7 Results -- 7.1 On Students' Needs or Difficulties -- 7.1.1 Types of Students' Needs or Difficulties -- 7.1.1.1 Student's Needs or Difficulties Related to Metacognition -- 7.1.1.2 Student's Needs or Difficulties Related to Images -- 7.1.1.3 Student's Needs or Difficulties Related to Concepts or Conceptual Models -- 7.1.1.4 Student's Needs or Difficulties Related to Experiments. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | 7.1.2 Student's Needs or Difficulties Identified throughout the Implementations of Consecutive Versions of the Sequence -- 7.2 On the Problematic Aspects of the Sequence and the Modifications Introduced -- 7.2.1 Types of Modifications Introduced in Consecutive Versions of the Sequence -- 7.2.2 Relationship between Students' Needs or Difficulties and Changes Introduced in the Sequence -- 7.2.2.1 Changes Introduced in the Sequence to Tackle Students' Needs or Difficulties Related to Metacognition -- 7.2.2.2 Changes Introduced in the Sequence to Tackle Students' Needs or Difficulties Related to Images -- 7.2.2.3 Changes Introduced in the Sequence to Tackle Students' Needs or Difficulties Related to Concepts or Conceptual Models -- 7.2.2.4 Changes Introduced in the Sequence to Tackle Students' Needs or Difficulties Related to Experiments -- 7.2.2.5 Changes Introduced in the Sequence to Tackle Other Needs or Difficulties of Students -- 7.3 On the "Driving Forces" or Critical Reasons for Change -- 7.3.1 Enhancing the Validity of the Designed Sequence by Readapting the Activities to the Design Principles (DF1) -- 7.3.2 Enhancing the Practicality of the Designed Sequence by Tackling Teachers' Needs or Difficulties (DF2) -- 7.3.3 Enhancing the Efficacy of the Designed Sequence by Tackling Students' Needs or Difficulties (DF3) -- 8 Discussion and Conclusions -- 9 Recommendations -- Appendix - Outline of the Evolution of the Structure of the TLS on APM after Consecutive Refinements -- References -- The Evolutionary Refinement Process of a Teaching-Learning Sequence for Introducing Inquiry Aspects and Density as Materials' Property in Floating/Sinking Phenomena -- 1 Introduction -- 1.1 Density, A Property for Interpreting F/S Phenomena -- 1.2 Inquiry Orientations, Control of Variables Strategy and Models Perspective -- 2 The Context of the Study. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | 3 Design of the TLS -- 4 Development of the TLS -- 5 Implementations of the TLS -- 6 Research Methodology -- 7 Results -- 7.1 Reasoning Concerning F/S Phenomena -- 7.1.1 F/S, Connection between Real and Simulated Experiments Interpretations -- 7.2 Density -- 7.2.1 Density, Emphasis given to the Distinction between Homogeneous and Composite Objects -- 7.3 Inquiry Skills - Control of Variables Strategy (CVS) -- 7.3.1 CVS, From Demo and Guided, to More Open Inquiry Approach -- 7.3.2 CVS, Emphasis on the Drawing a Conclusion Procedure -- 7.3.3 CVS, Changes in the Order of the Focal Variables -- 7.4 Models and Modeling -- 7.4.1 Models, Gradual Introduction of Models -- 7.4.2 Models, Changes in the Activity for the Generalization of the Rule for Predicting F/S -- 7.5 Indicative Learning Results From the First and the Second Implementations -- 8 Discussion and Conclusions -- 9 Recommendations -- References -- Design and Development of Teaching-Learning Sequence (TLS) Materials Around Us: Description of an Iterative Process -- 1 Introduction -- 1.1 Quality Criteria for a DBR Project -- 1.2 Enhancing Motivation and Learning of Materials with an Inquiry-Based Out-of-School Setting -- 2 Context: Finnish Science Education Context -- 3 Designing a TLS on the Properties of Materials -- 3.1 Materials Science Content -- 4 Development and Refinement of the TLS -- 5 Implementations of the TLS -- 5.1 Pilot Cycle: Okmetic Plc -- 5.2 First Cycle: Vaisala Plc -- 5.3 Second Cycle: Metso Automation Plc -- 5.4 Final Trial -- 6 Research Questions and Methods -- 6.1 Research Questions -- 6.2 Data Collection -- 6.3 Data Analysis -- 7 Results -- 7.1 Results of Teachers' Interviews -- 7.2 Results of the ESIAQ -- 7.3 Results from Students Interviews -- 7.4 External Evaluators Comments -- 7.5 Re-design Decisions -- 8 Discussion and Conclusions -- 9 Recommendations. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Appendix 1: ESIAQ. |
| 588 ## - SOURCE OF DESCRIPTION NOTE | |
| Source of description note | Description based on publisher supplied metadata and other sources. |
| 590 ## - LOCAL NOTE (RLIN) | |
| Local note | Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Science_xStudy and teaching. |
| 655 #4 - INDEX TERM--GENRE/FORM | |
| Genre/form data or focus term | Electronic books. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Kariotoglou, Petros. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Relationship information | Print version: |
| Main entry heading | Psillos, Dimitris |
| Title | Iterative Design of Teaching-Learning Sequences |
| Place, publisher, and date of publication | Dordrecht : Springer Netherlands,c2015 |
| International Standard Book Number | 9789400778078 |
| 797 2# - LOCAL ADDED ENTRY--CORPORATE NAME (RLIN) | |
| Corporate name or jurisdiction name as entry element | ProQuest (Firm) |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=4107774">https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=4107774</a> |
| Public note | Click to View |
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