TY  - BOOK
AU  - Markic,Sylvija
AU  - Abels,Simone
TI  - Science education towards inclusion /editors, Silvija Markic and Simone Abels (IDN- Chemistry Education, University of Bremen, Bremen, Germany, and others)
T2  - Education in a competitive and globalizing world
AV  - LB1585 .S354 2016
PY  - 2016///
CY  - Hauppauge, New York
PB  - Nova Science Publishers, Incorporated
KW  - Science
KW  - Study and teaching
KW  - Inclusive education
KW  - Mainstreaming in education
KW  - Electronic Books
N1  - 2; SCIENCE EDUCATIONTOWARDS INCLUSION; SCIENCE EDUCATIONTOWARDS INCLUSION; CONTENTS; Chapter 1 SCIENCE EDUCATION MEETS INCLUSION; INTRODUCTION; REFERENCES; Chapter 2 INCLUSIVE EDUCATION, PEDAGOGY AND PRACTICE; ABSTRACT; INTRODUCTION; INCLUSIVE EDUCATION; ACHIEVING INCLUSIVE EDUCATION; Inclusive Pedagogy; Inclusive Practices; KEY AREAS OF TEACHING, LEARNING, AND PROFESSIONALISM; Preparing Teaching; Teaching; Collaborating; CONCLUSION; REFERENCES; Chapter 3 LANGUAGE IN SCIENCE CLASSROOMS:DIAGNOSING STUDENTS' LINGUISTIC SKILLS; ABSTRACT; INTRODUCTION; DIAGNOTICS IN SCIENCE LESSONS; The Need for DiagnosingThe Process of Diagnostics; Diagnoses in School Context; Occasions for Pedagogical-Didactical Diagnostic; Diagnostic Competence; DIAGNOSING IN LANGUAGE HETEROGENEOUS CLASSES; Instruments for Diagnosing Language in Science Classes; Multiple-Choice Questionnaire; Cloze Test; Concept Maps; Self-Diagnostic; DEALING WITH LANGUAGE HETEROGENEITY IN SCIENCE CLASSES; Listing the New Words; Practicing New Words; Field of Words; The Beginning of the Sentence; Block-Diagram; CONCLUSION; REFERENCES; Chapter 4 STRATEGIES FOR TEACHING THE LANGUAGEOF SCIENCE; ABSTRACT; INTRODUCTION; CONTENT FIRST, LANGUAGE SECONDTHE IMPORTANCE OF THE VISUAL; Graphic Organisers; LEARNING AND USING WORDS IN TEACHING SCIENCE; Non-Technical Words in Science; Command Words; Cloze Tests; Matching Pairs; LEARNING TECHNICAL VOCABULARY; New Word List; A Word Wall; Word Clouds; Glossary; REINFORCEMENT; Word Games; The Structure of Words; SYMBOLS IN SCIENCE; Learning the Element Symbols; READING FOR UNDERSTANDING; Comprehension Exercises; Précis Exercises; WRITING FOR LEARNING AND UNDERSTANDING; TALKING ABOUT SCIENCE; CONCLUSION; REFERENCES; Chapter 5 CULTURAL INCLUSION IN SCIENCE EDUCATION; ABSTRACTINTRODUCTION; SCIENCE AND CULTURE; THE PEDAGOGIC BENEFITS OF CULTURALLY INCLUSIVE SCIENCE; FROM COLOUR-BLINDNESS TO PLURALISM --; THEORETICALDESCRIPTIONS OF RESPONSES TO CULTURAL DIVERSITY; U.K. POLICY AND EDUCATIONAL RESPONSESTO CULTURAL DIVERSITY; PROMOTING CULTURALLY SENSITIVE SCIENCE; SOME EXAMPLES OF CULTURALLY INCLUSIVE SCIENCE TEACHING; DISSOLVING SUGAR; MAKING SOAP; CINCHONA: A SOURCE OF MEDICINE IDENTIFIED BYINDIGENOUS PEOPLE; BLOOD GROUPS AND BLOOD TRANSFUSIONS; THE LIMITS OF CULTURALLY SENSITIVE SCIENCE TEACHING; CONCLUSION; REFERENCES; Chapter 6 SCIENCE ACHIEVEMENT AMONG ECONOMICALLYCHALLENGED STUDENTS IN THE UNITED STATES:A SCOPING ANALYSISABSTRACT; INTRODUCTION; INTERNATIONAL COMPARISONS OF STUDENTS' ACADEMIC SCIENCEACHIEVEMENT AND INTERNATIONAL COUNTRY WEALTH; Rankings of U.S. Students in Science; Economically Challenged Students; METHOD; Scoping Study Analysis; RESULTS AND FINDINGS; Profile Analysis Findings; Content Analysis Findings; Theme 1. SES as a Mediator and Predictor of Science Achievement; Theme 2. Relationships between SES and Student Performance in Science; 2; b
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