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Descriptors:
Ecology; Scientific Concepts; Critical Thinking; Oceanography; Science Education; Science Instruction; Scientific Literacy

Abstract:
The value of mangroves and mangrove ecosystems has not always been recognized. In fact, mangroves were historically regarded largely as wastelands with little or no value. Over time, humans began to recognize the multiple ways in which they could be used, particularly through development, making the mangrove ecosystem vulnerable to destruction and depletion, a globally alarming issue. Mangrove depletion is presented here as socioscientific issue cases with activities designed to promote and strengthen ocean literacy. Through these activities, students can explore scientific concepts relating to mangrove ecosystems while fostering moral and ethical reasoning to determine what is affected and valued, and who shares responsibility. (Contains 4 figures, 9 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Disabilities; State Standards; Educational Opportunities; Evidence; Adolescents; Social Studies; Academic Standards; History; Secondary School Teachers; Secondary School Students; Student Needs; Educational Needs; Teacher Expectations of Students; Teacher Student Relationship; History Instruction; Teaching Methods; Critical Thinking; Thinking Skills; Special Education Teachers

Abstract:
The Common Core State Standards for literacy in history and social studies present opportunities and challenges for teachers of and adolescents with learning disabilities (LD). In addition to reading challenges, students must engage in higher order thinking and reasoning. To provide opportunities for students to successfully respond to such challenges, teachers must have an understanding of the expectations in the Standards, and of the learning needs of students with LD. Teachers can assure success for adolescents with LD by selecting proven instructional procedures and engaging in collaboration to provide students with the supports they need. Examples of one evidence-based practice, Content Enhancement, are provided to illustrate instructional protocols for teachers of diverse classes that include adolescents with LD. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Conflict; Religion; Religious Education; Teaching Methods; Controversial Issues (Course Content); Role; Educational Objectives; Critical Thinking; Assignments

Abstract:
What happens when a class assignment becomes a source of controversy? How do we respond? What do we learn? By describing the controversy surrounding an assignment on religion and representation, this article examines conflict's productive role in teaching about New Religious Movements (NRMs) and religion. It suggests that we consider how our personal and institutional dispositions toward conflict influence our pedagogies. Moreover, it urges us to consider how teaching conflicts within and/or between disciplines can enhance our learning objectives and stimulate students' ability to think critically. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learner Engagement; Educational Games; Educational Change; Best Practices; Research and Development; STEM Education; Computer Games; Problem Solving; Critical Thinking; Cooperation; Educational Policy; Public Officials

Abstract:
Research about emerging best practices in the learning sciences points to the potential of deploying digital games as one possible solution to the twin challenges of weak student engagement and the need for more robust achievement in literacy, science, technology, and math. This chapter reviews key cross-cutting themes in this special volume, drawing perspective from the context of the current United States program and policy reform. The authors conclude that digital games have some unique potential to address pressing educational challenges, but that new mechanisms for advancing purposeful research and development must be adopted by both policymakers and industry leaders. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Learner Engagement; Active Learning; Problem Based Learning; Teaching Methods; Student Projects; Critical Thinking; Case Studies; Foreign Countries

Abstract:
For many years there has been a sharp division between project-based learning, and problem-based learning, with the former adopting a more technical rationalist approach while the latter adopts a more Socratic or dialogic approach. This article argues that current notions of project-based learning are too narrow and that combining the two approaches will improve student engagement and criticality. This article begins by outlining the key differences between project-based, and problem-based learning, suggesting a new constellation. It then provides an exemplar in the form of a case study that sought to undertake such a combination, and reports on implications for practice. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
International Education; Global Approach; International Organizations; Educational Theories; Teacher Education; Researchers; Teacher Role; Critical Thinking; Criticism; Equal Education; Educational Attitudes; Action Research

Abstract:
In this article, we set out from the challenge that globalising synchronisation--usually exemplified by Organization for Economic Cooperation and Development and World Bank initiatives--presents for education to argue that the time-space compression effected by globalisation must educationally be dealt with with caution, critical vigilance and a broadening of educational theoretical outlooks. We focus on the demands this raises upon the teacher as a researcher and a critical thinker and claim that meeting such demands presupposes some curricular enrichment of teacher education. We suggest two theoretical frameworks that can effect such enrichment and be made relevant to a critique of the globalising educational synchronisation, namely, the charge of developmentalism and the capabilities approach (Sen, Nussbaum) to equality. We conclude with some indications of the need for a reformulated notion of cosmopolitanism that should be contrasted with those globalising practices that often appear in cosmopolitan guise. (Contains 10 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Psychological Patterns; Sustainability; Activism; Emotional Development; Emotional Experience; Critical Thinking; Role Perception; Reflection; Transformative Learning; Educational Practices; Educational Environment; Consciousness Raising

Abstract:
This paper discusses the role of emotions in mobilizing implicit activisms--that is, small-scale, personal, and modest activisms--in schools. For this purpose, the discussion evokes the notion of critical emotional reflexivity to illuminate how creating spaces for critical reflection on emotions may contribute to making implicit activisms more visible, plausible, and perhaps sustainable in schools. Although an empirical example is used to show how critical emotional reflexivity can instigate implicit activisms in schools, this paper is meant as a conceptual, rather than empirical, contribution. In particular, it is argued that critical emotional reflexivity can serve both as a pedagogical approach and space that provide opportunities for teachers and students to engage in modest acts, words, and gestures toward social justice. Therefore, it is suggested that it is valuable to pay more attention to how critical emotional reflexivity may contribute to the initiation and sustainability of implicit activisms in schools. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
History; Documentaries; Video Technology; Technology Integration; Researchers; Educational Technology; War; Grade 8; Middle School Students; Urban Schools; Learner Engagement; Creative Activities; Student Projects; Teaching Methods; Critical Thinking; Thinking Skills; Inquiry; History Instruction

Abstract:
Over the last several decades, social studies educators' interest and emphasis on integrating technology into teaching has increased significantly. One promising area of inquiry focuses on the benefits of student-produced digital video. A number of researchers assert that student-produced digital videos provide a variety of benefits, including increases in student motivation and engagement, creative classroom opportunities, and opportunities for more authentic learning experiences. Fewer researchers, however, have explored student learning outcomes from documentary projects. In this article, the authors analyzed a set of student-created digital documentary projects constructed in a standards-based, 8th-grade U.S. history classroom. They holistically examined the level of authentic intellectual work evident in students' projects throughout each stage of the process. The authors found that the students demonstrated a moderate-to-significant degree of authentic intellectual work in creating their own documentary films. (Contains 9 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Picture Books; Independent Reading; Illustrations; Inquiry; Visual Stimuli; Prompting; Reading Aloud to Others; Questioning Techniques; Cooperative Learning; Elementary School Teachers; Critical Thinking

Abstract:
This teaching tip manuscript demonstrates how picture book illustrations can be used as an inquiry tool that facilitates one's connecting of visual investigations in a picture to the process of generating self-questions. Techniques suggested to promote self-questioning are (1) introducing young readers to an interactive picture book read aloud with prompts, such as, "What do you notice?" and "What questions do you have?" instead of teacher-driven prompts that result in student statements, (2) using selected perplexing picture book illustrations as a medium for fostering and modeling the self-questioning process, (3) partnering readers together so that they investigate picture book illustrations, determine questions, and search for answers collaboratively, and (4) encouraging independent reading of self-selected picture books to apply self-questioning techniques. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Persuasive Discourse; Student Teachers; African Studies; Foreign Countries; Teaching Methods; Coping; Science Instruction; Lesson Plans; Diaries; Interviews; Student Evaluation; Comparative Analysis; Critical Thinking; Observation; Student Teacher Attitudes; Outcomes of Education

Abstract:
South African student teachers were studied to see how they coped with requirements to teach science using argumentation. Lesson observations, plans, reflective logs, post-teaching interviews and assessment of pupils' argumentation were used to compare student teachers' preparedness and interactions with pupils. Two clusters of students were identified representing high preparedness and low interaction. A high degree of preparedness alone did not guarantee high levels of argumentation. Schools' educational situations were independent of success in teaching argumentation. The outcomes and implications for further development of teaching critical thinking are discussed. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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