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001438409 001__ 1438409
001438409 003__ OCoLC
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001438409 020__ $$a9811627460$$q(electronic bk.)
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001438409 0247_ $$a10.1007/978-981-16-2746-0$$2doi
001438409 035__ $$aSP(OCoLC)1261367432
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001438409 043__ $$aa-ja---
001438409 049__ $$aISEA
001438409 050_4 $$aQ181
001438409 08204 $$a507.1$$223
001438409 24500 $$aScience education research and practice from Japan /$$cTetsuo Isozaki, Manabu Sumida, editors.
001438409 260__ $$aSingapore :$$bSpringer,$$c2021.
001438409 300__ $$a1 online resource (213 pages)
001438409 336__ $$atext$$btxt$$2rdacontent
001438409 337__ $$acomputer$$bc$$2rdamedia
001438409 338__ $$aonline resource$$bcr$$2rdacarrier
001438409 347__ $$atext file
001438409 347__ $$bPDF
001438409 500__ $$a2.3 Classifying Types of Commitment in Citizens Engaging in Scientific Practices.
001438409 5050_ $$aIntro -- Foreword: Academic Life in Retrospect: Being Marginal -- Introduction -- Contents -- List of Figures -- List of Tables -- Why Research the History of Science Education/Teaching (Rika) in Japan? -- 1 Introduction -- 2 The Emergence of Rika in Japan and Its Historical Players -- 3 What is a History of Science Education? Why and How Do We Study It? -- 3.1 What is History? for Whom is It Intended? -- 3.2 Why Do We Study a History of Science Education? -- 3.3 How is Research on the History of Science Education to Be Undertaken?
001438409 5058_ $$a4 A Case Study of Science Curriculum Development: 1950s-1970s -- 4.1 The Promotion of Science in the UK, the US, and Japan -- 4.2 Why Does This Case Study Cover the Period from the Late 1950s to the 1970s? -- 4.3 Who Initiated the Development of the Science Curricula and for Whom? -- 4.4 The Trans-Atlantic "Products" and Their Success -- 5 Conclusion -- Appendix -- References -- The Pursuit of Understanding Science Classroom Culture in Korea and East Asia -- 1 Introduction -- 2 ECCO-SM Project -- 3 Features of East Asian Science Classroom Culture -- 3.1 Silent Participation in Science Classroom
001438409 5058_ $$a3.2 Norms in Science Classrooms -- 3.3 Science Classroom Creativity -- 3.4 Instruments for Investigating Science Classroom Culture -- 4 A Need of Socio-Cultural Approaches to Science Classroom Culture -- 5 Korean Science Education Standards for the Next Generation -- 6 Summary -- References -- Addressing the Challenges and Scaffolding of Inquiry-Based Teaching on Secondary School Students' Efficacy in Conducting Scientific Inquiry -- 1 Introduction -- 2 Context of a School-Based Implementation of Inquiry -- 3 Science Inquiry: School/Classroom Perspective -- 3.1 The Case of Barrios
001438409 5058_ $$a4 Challenges and Scaffolds on Realities of Conducting Science Inquiry -- 4.1 Teachers' Indifference Towards Teaching and/or Advising Research -- 4.2 Students Are Neophytes in Research -- 4.3 The Program Has Limited Research Infrastructure -- 4.4 Publication of Completed Research -- 4.5 Conducting Inquiry Is Competition-Driven and Principle-Bound -- 5 Conclusion -- 6 Implications for Science Education -- References -- Science and Nature: Science Teachers' Views at the International Collaborative Project Between Japan and South Africa -- 1 Introduction -- 1.1 Episodes -- 1.2 What Matters?
001438409 5058_ $$a1.3 Cultural Studies on Science Education -- 2 Revealing Japanese Teachers' Views on Science -- 2.1 Methods -- 2.2 Drawings -- 2.3 Interviews -- 2.4 Interviews with Japanese Teachers -- 2.5 Why Should It Matter? -- References -- Amateur Scientists: Unique Characteristics and Possible Factors Supporting Japanese Amateur Scientists' Continuous Scientific Practices -- 1 Introduction -- 2 Who Are the Amateur Scientists in the Third Position? -- 2.1 The Third Position -- 2.2 The Classification of Citizens Engaging in Scientific Practices in Relation to Scientists or Citizens
001438409 506__ $$aAccess limited to authorized users.
001438409 520__ $$aThis book project poses a major challenge to Japanese science education researchers in order to disseminate research findings on and to work towards maintaining the strength and nature of Japanese science education. It also presents a unique opportunity to initiate change and/or develop science education research in Japan. It provides some historical reasons essential to Japanese students success in international science tests such as TIMSS and PISA. Also, it helps to tap the potential of younger generation of science education researchers by introducing them to methods and designs in the research practice.
001438409 588__ $$aDescription based on print version record.
001438409 650_0 $$aScience$$xStudy and teaching$$xResearch.
001438409 650_0 $$aScience$$xStudy and teaching$$zJapan.
001438409 650_6 $$aSciences$$xÉtude et enseignement$$xRecherche.
001438409 650_6 $$aSciences$$xÉtude et enseignement$$zJapon.
001438409 655_0 $$aElectronic books.
001438409 7001_ $$aIsozaki, Tetsuo.
001438409 7001_ $$aSumida, Manabu.
001438409 77608 $$iPrint version:$$aIsozaki, Tetsuo.$$tScience Education Research and Practice from Japan.$$dSingapore : Springer Singapore Pte. Limited, ©2021$$z9789811627453
001438409 852__ $$bebk
001438409 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-981-16-2746-0$$zOnline Access$$91397441.1
001438409 909CO $$ooai:library.usi.edu:1438409$$pGLOBAL_SET
001438409 980__ $$aBIB
001438409 980__ $$aEBOOK
001438409 982__ $$aEbook
001438409 983__ $$aOnline
001438409 994__ $$a92$$bISE