English G 21
Author: Laurence Harger, Susan Abbey, James Pankhurst, Angelika Thiele
The New Wider World
Author: David Waugh
Publisher: Nelson Thornes
This bestselling text offers both teacher and the assurance that its new enriched content and range of material meets the exacting requirements of the latest GCSE and Standard Grade examinations.
This book features 35 of best papers from the 9th European Science Education Research Association Conference, ESERA 2011, held in Lyon, France, September 5th-9th 2011. The ESERA international conference featured some 1,200 participants from Africa, Asia, Australia, Europe as well as North and South America offering insight into the field at the end of the first decade of the 21st century. This book presents studies that represent the current orientations of research in science education and includes studies in different educational traditions from around the world. It is organized into six parts around the three poles (content, students, teachers) and their interrelations of science education: after a general presentation of the volume (first part), the second part concerns SSI (Socio-Scientific Issues) dealing with new types of content, the third the teachers, the fourth the students, the fifth the relationships between teaching and learning, and the sixth the teaching resources and the curricula.
This book focuses on developing and updating prospective and practicing chemistry teachers’ pedagogical content knowledge. The 11 chapters of the book discuss the most essential theories from general and science education, and in the second part of each of the chapters apply the theory to examples from the chemistry classroom. Key sentences, tasks for self-assessment, and suggestions for further reading are also included. The book is focused on many different issues a teacher of chemistry is concerned with. The chapters provide contemporary discussions of the chemistry curriculum, objectives and assessment, motivation, learning difficulties, linguistic issues, practical work, student active pedagogies, ICT, informal learning, continuous professional development, and teaching chemistry in developing environments. This book, with contributions from many of the world’s top experts in chemistry education, is a major publication offering something that has not previously been available. Within this single volume, chemistry teachers, teacher educators, and prospective teachers will find information and advice relating to key issues in teaching (such as the curriculum, assessment and so forth), but contextualised in terms of the specifics of teaching and learning of chemistry, and drawing upon the extensive research in the field. Moreover, the book is written in a scholarly style with extensive citations to the literature, thus providing an excellent starting point for teachers and research students undertaking scholarly studies in chemistry education; whilst, at the same time, offering insight and practical advice to support the planning of effective chemistry teaching. This book should be considered essential reading for those preparing for chemistry teaching, and will be an important addition to the libraries of all concerned with chemical education. Dr Keith S. Taber (University of Cambridge; Editor: Chemistry Education Research and Practice) The highly regarded collection of authors in this book fills a critical void by providing an essential resource for teachers of chemistry to enhance pedagogical content knowledge for teaching modern chemistry. Through clever orchestration of examples and theory, and with carefully framed guiding questions, the book equips teachers to act on the relevance of essential chemistry knowledge to navigate such challenges as context, motivation to learn, thinking, activity, language, assessment, and maintaining professional expertise. If you are a secondary or post-secondary teacher of chemistry, this book will quickly become a favorite well-thumbed resource! Professor Hannah Sevian (University of Massachusetts Boston)
One of the most successful methodology that arose from the worldwide diffusion of Fuzzy Logic is Fuzzy Control. After the first attempts dated in the seventies, this methodology has been widely exploited for controlling many industrial components and systems. At the same time, and very independently from Fuzzy Logic or Fuzzy Control, the birth of the Web has impacted upon almost all aspects of computing discipline. Evolution of Web, Web2.0 and Web 3.0 has been making scenarios of ubiquitous computing much more feasible; consequently information technology has been thoroughly integrated into everyday objects and activities. What happens when Fuzzy Logic meets Web technology? Interesting results might come out, as you will discover in this book. Fuzzy Mark-up Language is a son of this synergistic view, where some technological issues of Web are re-interpreted taking into account the transparent notion of Fuzzy Control, as discussed here. The concept of a Fuzzy Control that is conceived and modeled in terms of a native web wisdom represents another step towards the last picture of Pervasive Web Intelligence.
English G 21
Author: CORNELSEN, Jennifer Seidl, Susan Abbey