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Transforming teacher education throu...

Erduran, Sibel.

Transforming teacher education through the epistemic core of chemistryempirical evidence and practical strategies /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Transforming teacher education through the epistemic core of chemistryby Sibel Erduran, Ebru Kaya.
Reminder of title:	empirical evidence and practical strategies /
Author:	Erduran, Sibel.
other author:	Kaya, Ebru.
Published:	Cham :Springer International Publishing :2019.
Description:	xxiv, 189 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Chemistry teachersTraining of.
Online resource:	https://doi.org/10.1007/978-3-030-15326-7
ISBN:	9783030153267$q(electronic bk.)

Transforming teacher education through the epistemic core of chemistryempirical evidence and practical strategies /
Erduran, Sibel.

Transforming teacher education through the epistemic core of chemistryempirical evidence and practical strategies /[electronic resource] :by Sibel Erduran, Ebru Kaya. - Cham :Springer International Publishing :2019. - xxiv, 189 p. :ill., digital ;24 cm. - Science: philosophy, history and education,2520-8594. - Science: philosophy, history and education..

Dedication -- Foreword -- Preface -- Authors' Introduction -- Chapter 1. Philosophy of Chemistry and Chemistry Education -- 1.1 Introduction -- 1.2 Arguments about chemistry teaching -- 1.3 Chemistry Curriculum Development: A Brief Overview -- 1.4 Philosophy of Chemistry: A New Source of Information for Chemistry Education -- 1.5 Benefits of Learning Epistemic Themes in Chemistry Education -- 1.6 Rationale and Outline of the Book -- 1.7 Conclusions -- Chapter 2. Defining the Epistemic Core of Chemistry -- 2.1 Introduction -- 2.2 Aims and Values in Chemistry -- 2.3 Practices in Chemistry -- 2.4 Methods in Chemistry -- 2.5 Knowledge in Chemistry -- 2.6 Applying the Epistemic Core to Chemistry Concepts -- 2.7 Implications for Chemistry Education -- 2.8 Conclusions -- Chapter 3. Epistemic Beliefs and Teacher Education -- 3.1 Introduction -- 3.2 Epistemology and Teacher Education -- 3.3 Epistemic Beliefs -- 3.4 Teachers' Knowledge and Learning -- 3.5 Strategies for Supporting Chemistry Teacher's Epistemic Thinking -- 3.5.1 Argumentation -- 3.5.2 Visualisation -- 3.5.3 Analogies -- 3.6 Development of Pre-Service Teachers' Epistemic Thinking -- 3.7 Teacher Education in National Context -- 3.7.1 Contrast of Teacher Education Programmes at Oxford and Bogazici -- 3.8 Conclusions -- Chapter 4. Incorporating the Epistemic Core in Teacher Education Practice -- 4.1 Introduction -- 4.2 Teacher Education Context in Turkey -- 4.3 Design of Teacher Education Sessions -- 4.3.1 Session on Introduction to Nature of Science -- 4.3.2 Session on the Family Resemblance Approach -- 4.3.3 Session on Aims and Values of Science -- 4.3.4 Session on Scientific Methods -- 4.3.5 Session on Scientific Practices -- 4.3.6 Session on Scientific Knowledge -- 4.3.7 Session on Generative Images of the Epistemic Core -- 4.4 Lesson Ideas on Chemistry Topics Produced by Pre-Service Teachers -- 4.4.1 Lesson Ideas on Aims and Values -- 4.4.2 Lesson Ideas on Practices -- 4.4.3 Lesson Ideas on Methods -- 4.4.4 Lesson Ideas on Knowledge -- 4.5 Conclusions -- Chapter 5. Pre-Service Chemistry Teachers' Representations and Perceptions of the Epistemic Core: A Thematic Analysis -- 5.1 Introduction -- 5.2 Tracing Pre-Service Teachers' Representations and Perceptions -- 5.3 Defining Aims and Values of Science -- 5.4 Types of Scientific Practices -- 5.5 Diversity of Scientific Methods -- 5.6 Coherence among Knowledge Forms and the Growth of Knowledge -- 5.7 Conclusions -- Chapter 6. The Impact of Teacher Education on Understanding the Epistemic Core: Focusing on one Pre-Service Chemistry Teacher -- 6.1 Introduction -- 6.2 Representations and Perceptions of Aims and Values -- 6.3 Representations and Perceptions of Scientific Practices -- 6.4 Representations and Perceptions of Scientific Methods -- 6.5 Representations and Perceptions of Scientific Knowledge -- 6.6 Conclusions -- Chapter 7. Learning and Teaching about Philosophy of Chemistry: Teacher Educators' Reflections -- 7.1 Introduction -- 7.2 Journey to Teacher Education -- 7.3 Background in History and Philosophy of Science -- 7.4 Experiences in Incorporating Nature of Chemistry in Teacher Education -- 7.5 Transforming Theoretical Frameworks into Empirical Research -- 7.6 Conclusions -- Chapter 8. Towards Development of Epistemic Identity in Chemistry Teacher Education -- 8.1 Introduction -- 8.2 A Framework of Epistemic Identity -- 8.3 Epistemic Identity and Teacher Education -- 8.4 Implications for Future Research -- 8.5 Strengths and Limitations of the Book -- 8.5 Conclusions -- Authors' Biographies.

ISBN: 9783030153267$q(electronic bk.)

Standard No.: 10.1007/978-3-030-15326-7doiSubjects--Topical Terms:

848098
Chemistry teachers
--Training of.

LC Class. No.: QD40 / .E73 2019

Dewey Class. No.: 540.711

Transforming teacher education through the epistemic core of chemistryempirical evidence and practical strategies /
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505 0 $a Dedication -- Foreword -- Preface -- Authors' Introduction -- Chapter 1. Philosophy of Chemistry and Chemistry Education -- 1.1 Introduction -- 1.2 Arguments about chemistry teaching -- 1.3 Chemistry Curriculum Development: A Brief Overview -- 1.4 Philosophy of Chemistry: A New Source of Information for Chemistry Education -- 1.5 Benefits of Learning Epistemic Themes in Chemistry Education -- 1.6 Rationale and Outline of the Book -- 1.7 Conclusions -- Chapter 2. Defining the Epistemic Core of Chemistry -- 2.1 Introduction -- 2.2 Aims and Values in Chemistry -- 2.3 Practices in Chemistry -- 2.4 Methods in Chemistry -- 2.5 Knowledge in Chemistry -- 2.6 Applying the Epistemic Core to Chemistry Concepts -- 2.7 Implications for Chemistry Education -- 2.8 Conclusions -- Chapter 3. Epistemic Beliefs and Teacher Education -- 3.1 Introduction -- 3.2 Epistemology and Teacher Education -- 3.3 Epistemic Beliefs -- 3.4 Teachers' Knowledge and Learning -- 3.5 Strategies for Supporting Chemistry Teacher's Epistemic Thinking -- 3.5.1 Argumentation -- 3.5.2 Visualisation -- 3.5.3 Analogies -- 3.6 Development of Pre-Service Teachers' Epistemic Thinking -- 3.7 Teacher Education in National Context -- 3.7.1 Contrast of Teacher Education Programmes at Oxford and Bogazici -- 3.8 Conclusions -- Chapter 4. Incorporating the Epistemic Core in Teacher Education Practice -- 4.1 Introduction -- 4.2 Teacher Education Context in Turkey -- 4.3 Design of Teacher Education Sessions -- 4.3.1 Session on Introduction to Nature of Science -- 4.3.2 Session on the Family Resemblance Approach -- 4.3.3 Session on Aims and Values of Science -- 4.3.4 Session on Scientific Methods -- 4.3.5 Session on Scientific Practices -- 4.3.6 Session on Scientific Knowledge -- 4.3.7 Session on Generative Images of the Epistemic Core -- 4.4 Lesson Ideas on Chemistry Topics Produced by Pre-Service Teachers -- 4.4.1 Lesson Ideas on Aims and Values -- 4.4.2 Lesson Ideas on Practices -- 4.4.3 Lesson Ideas on Methods -- 4.4.4 Lesson Ideas on Knowledge -- 4.5 Conclusions -- Chapter 5. Pre-Service Chemistry Teachers' Representations and Perceptions of the Epistemic Core: A Thematic Analysis -- 5.1 Introduction -- 5.2 Tracing Pre-Service Teachers' Representations and Perceptions -- 5.3 Defining Aims and Values of Science -- 5.4 Types of Scientific Practices -- 5.5 Diversity of Scientific Methods -- 5.6 Coherence among Knowledge Forms and the Growth of Knowledge -- 5.7 Conclusions -- Chapter 6. The Impact of Teacher Education on Understanding the Epistemic Core: Focusing on one Pre-Service Chemistry Teacher -- 6.1 Introduction -- 6.2 Representations and Perceptions of Aims and Values -- 6.3 Representations and Perceptions of Scientific Practices -- 6.4 Representations and Perceptions of Scientific Methods -- 6.5 Representations and Perceptions of Scientific Knowledge -- 6.6 Conclusions -- Chapter 7. Learning and Teaching about Philosophy of Chemistry: Teacher Educators' Reflections -- 7.1 Introduction -- 7.2 Journey to Teacher Education -- 7.3 Background in History and Philosophy of Science -- 7.4 Experiences in Incorporating Nature of Chemistry in Teacher Education -- 7.5 Transforming Theoretical Frameworks into Empirical Research -- 7.6 Conclusions -- Chapter 8. Towards Development of Epistemic Identity in Chemistry Teacher Education -- 8.1 Introduction -- 8.2 A Framework of Epistemic Identity -- 8.3 Epistemic Identity and Teacher Education -- 8.4 Implications for Future Research -- 8.5 Strengths and Limitations of the Book -- 8.5 Conclusions -- Authors' Biographies.
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