Kenneth P. King – författare
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2 produkter
2 produkter
Del 11 - Innovations in Science Education and Technology
Technology, Science Teaching, and Literacy
A Century of Growth
Häftad, Engelska, 2001
548 kr
Skickas inom 10-15 vardagar
Profiling the instructional use of technology in the science classroom from 1900 to 2001, this text is drawn from a variety of sources - from teacher accounts of classroom practice, and contemporary research accounts of the best teaching practices with technology. It examines patterns of implementation with respect to the classroom use of technology. The organizing principle of scientific literacy is examined in terms of the changes it incurred over the course of the 20th century, and how the use of technology provided a means of achieving the goals of scientific literacy in the classroom.
E-bok
PDF, Engelska, 2005708 kr
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This book deals with the use of technology in science teaching. The author is not, nor has ever had an intention of being a “techie. ” Rather, I spent the first decade of my professional life as a high school physics teacher, making occasional uses of technology to further student understanding and to automate my own teaching practices. During my graduate work, my interest in the use of technology continued. Catalyzed, to some extent by the increasing availability of graphical interfaces for computers, the realization struck that the computer was more and more becoming a tool that all teachers could use to support their teaching practice—not simply those with a passion for the technology itself. The rapid changes in the hardware and software available, however, frequently caused me to reflect on the usefulness of technology—if it were to change at such a rapid pace, would anyone, save for those who diligently focused on the development of these tools, be able to effectively use technology in science teaching? Was change to rapid to yield a useful tool for teachers? To address this interest, I examined the nature of science teaching during this century—using the equally fluid notion of “scientific literacy”—which formed the organizing principle for this study. The result is a examination of how technology was used to accomplishing this goal of producing scientifically literate citizens. What was observed is that technology, indeed, consistently came to the service of teachers as they attempted to achieve this goal.