Titlebook: Bridging Research and Practice in Science Education; Selected Papers from Eilish McLoughlin,Odilla E. Finlayson,Peter E. Chi Book 2019 Spri

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Promoting Students’ Critical and Active Engagement in Socio-scientific Problems: Inter-Trans-nationats), such as financiers, banks, think tanks, transnational trade organizations and agreements, competitiveness, scientists, engineers, universities, governments, military, advertisements, entertainment, etc. Among myriad harms, perhaps the most serious is devastation from climate change linked to fo

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Frantic Standstill and Lack of Future: How Can Science Education Take Care of Students’ Distopic Perscaffolding skills: the abilities to construct visions of the future that support possible ways of acting in the present with one’s eye on the horizon. To this end, we designed a module (targeted at secondary school students) on climate change, focused on causal modelling in science of complex syste

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What Does It Mean to Understand a Physics Equation? A Study of Undergraduate Answers in Three Countrsked over 350 students in the USA, Australia and Sweden the same simple question: How do you know when you understand a physics equation? Students wrote free-text answers to this question, and these were transcribed and coded. The similarity of the answers we received across the three countries surp

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Affordances and Constraints of Learning Progression Designs in Supporting Formative Assessmentachers’ formative assessment design and enactment. While many learning progressions have been developed in recent years, they have various design features and span wide ranges of grade levels. This paper examines how six teacher learning communities drew upon different learning progressions in high

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Learning Progressions and Competence Models: A Comparative Analysiscan foster teaching that is responsive to students’ learning needs. In addition, these models can inform the development of standards and curricula and advance theory and research about student learning. This chapter highlights two approaches to modeling student learning: learning progressions (from

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Einführung in den Fall / Fallbeschreibungd dealing with Joule’s experiment (Joule J. Philos Mag 3(31):173–176, 1847a) and Rankine’s definition (Rankine W. Edinburgh New Philos J 3:121–141, 1855). This sequence has been developed and implemented in the frame of a collaborative and iterative work involving researchers and teachers. On the on

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