This book examines the implementation of inquiry-based approaches in science teaching and learning. It explores the ways that those approaches could be promoted across various contexts in Europe through initial teacher preparation, induction programmes and professional development activities. It illustrates connections between scientific knowledge deriving from the science education research community, teaching practices deriving from the science teachers´ community, and educational innovation. Inquiry-Based Science Teaching and Learning (IBST/L) has been promoted as a policy response to pressing educational challenges, including disengagement from science learning and the need for citizens to be in a position to evaluate evidence on pressing socio-scientific issues. Effective IBST/L requires well-prepared and skilful teachers, who can act as facilitators of student learning and who are able to adapt inquiry-based activity sequences to their everyday teaching practice. Teachers also need to engage creatively with the process of nurturing student abilities and to acquire new assessment competences. The task of preparing teachers for IBST/L is a challenging one. This book is a resource for the implementation of inquiry-oriented approaches in science education and illustrates ways of promoting IBST/L through initial teacher preparation, induction and professional development programmes.
Philipp Melzer analyses influence factors of personalised learning aiming to lay out design principles for personalised blended learning courses. Finding only weak support for a matching between learning styles and teaching methods,he defines learning tasks as the object of further investigations. Following the idea of a community of inquiry, the author develops the Personalised Learning Framework (PLF), modelling personalised learning as a process of selection as well as usage of learning tasks and learning tools by the community of inquiry. To evaluate the PLF further, a traditional university course is transformed to a personalised flipped classroom course. He shows how personalised learning can be supported in concrete learning interventions using specific learning methods and technologies.
Learning from Each Other includes 20 original chapters written by well-known experts in the field of teaching and learning. Conceived for both new and experienced faculty at community colleges, four-year institutions, and research-intensive universities, the volume also addresses the interests of faculty and graduate students in programs designed to prepare future faculty and campus individuals responsible for faculty professional development. With the aim of cultivating engagement amongst students and deepening their understanding of the content, topics covered in this edited volume include:employing the science of learning in a social science contextunderstanding the effects of a flipped classroom on student successpedagogical techniques to create a community of inquiry in online learning environmentsthe risks and rewards of co-teachingreaching and teaching ´´non-traditional´´ studentsfacilitating learning and leadership in student team projectsconnecting students with the community through researchissues of assessment, including backward design, developing and using rubrics, and defining and implementing the scholarship of teaching and learningThroughLearningfromEachOther,all faculty who care about their teaching, but especiallyfaculty in the social sciences, can successfully employ curricular innovations, classroom techniques, and advances in assessment to create betterlearningenvironments for their students.
DC Simon Serrailler´s last, devastating case was nearly the death of him and left him confronting a new reality Recovering on a remote Scottish island, his peace doesn?t last long. He is pulled in to a murder inquiry by the overstretched local police. A newcomer, popular with the islanders, has died in perplexing circumstances. The community´s reactions are complicated and fragile. It?s good to be back on the job. And when Simon returns to Lafferton, an arsonist is on the rampage and a woman whose daughter disappeared some years before is haunting the police station seeking closure. She will not let it rest, and Simon is called in to do a cold-case review. At home, Simon is starting to get used to having a new brother-in-law ? in the form of his Chief Constable Kieron Bright. His sister Cat has embarked on a new way of practising medicine, and his nephew Sam is trying to work out what to do with his life. And then their tricky father, Richard, turns up again like a bad penny. In this gripping new Serrailler thriller, Simon´s personal and professional lives intertwine in more complex and demanding ways than ever before.
´My favourite current crime series . . . a pleasure from start to finish´ Val McDermid Boiled human bones have been found in Norwich´s web of underground tunnels. When forensic archaeologist Dr Ruth Galloway discovers the bones aren´t as old as originally thought, it´s time for DCI Nelson to launch a murder inquiry. What was initially just a medieval curiosity has taken a much more sinister nature... Meanwhile, DS Judy Johnson is investigating the disappearance of a local rough sleeper. The only trace of her is the rumour that she´s gone ´underground´. This might be a figure of speech, but with the discovery of the bones and the stories both Ruth and the police have heard of a vast community of rough sleepers living in the old chalk-mining tunnels under Norwich, the clues point in only one direction. Local academic Martin Kellerman knows all about the tunnels and their history - but can his assertions of cannibalism and ritual killing possibly be true? As the weather gets hotter, tensions rise. A local woman goes missing and the police are under attack. Ruth and Nelson must unravel the dark secrets of The Underground and discover just what gruesome secrets lurk at its heart - before it claims another victim. DON´T MISS THE TENTH DR RUTH GALLOWAY MYSTERY: THE DARK ANGEL, NOW AVAILABLE TO PRE-ORDER IN PRINT AND EBOOK