Petros Kariotoglou - Böcker
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4 produkter
4 produkter
1 589 kr
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This volume includes edited versions of papers presented to the Third International Conference of the European Science Education Research Association, held in Thessaloniki, Greece, in August 2001. The aim of the Conference was to present various perspectives of research in science education in the context of the rapidly developing knowledge-based society. The text offers a global presentation of issues under study for improving science education research in the context of the knowledge-based society at a European and international level. The first chapters handle several theoretical approaches, research overviews and research methodologies as well as the popular topic of teaching and learning of science. The following chapters are devoted to studies related to the development, use and integration of I.C.T. in science education, as well as to science teachers' knowledge and aspirations and to the linking of research to teaching practices. The volume closes with a review of completed or current international research projects in 2003 which are being undertaken by groups from different countries.
1 589 kr
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We are pleased to present the ESERA 2001 Conference book, which is based on contributions submitted and presented to the Third International Conference "Science Education Research in the Knowledge Based Society" that was organised by the Department of Primary Education of the Aristotle University of Thessaloniki and held in Thessaloniki from August 21 to August 26, 2001. The focus of the Conference was to discuss the scope, methods, outcomes and perspectives of research in science education in the context of the rapidly developing knowledge-based society. Some 450 researchers, teachers, and postgraduate students attended the conference. They came mainly from European countries, with a substantial proportion - some 20- from countries outside Europe. While ESERA conferences reflect research carried out in Europe, they are increasingly becoming international events attracting researchers from all over the world. A total of 220 works were presented in guest lectures, symposia, poster workshops, individual papers and poster sessions that took place during the conference along with alternative activities and informal meetings. All these of the Conference (edited by works are already published in the Proceedings D. Psillos, P. Kariotoglou, V.Tselfes, G.Bisdikian, G.Fassoulopoulos, E. Hatzikraniotis, M.Kallery).
Iterative Design of Teaching-Learning Sequences
Introducing the Science of Materials in European Schools
Inbunden, Engelska, 2015
1 032 kr
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Iterative Design of TeachingLearning Sequences
Iterative Design of Teaching-Learning Sequences
Introducing the Science of Materials in European Schools
Häftad, Engelska, 2016
1 062 kr
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This book addresses a very important aspect of science education and science education research respectively: The research-based development of Teaching Learning Sequences. The authors elaborate on important theoretical issues as well as aspects of the design and iterative evolution of a several Teaching Learning Sequences in a modern scientific and technological field which is socially relevant and educationally significant. The book is divided into two parts. The first part includes a collection of papers discussing the theoretical foundations and characteristics of selected theoretical frameworks related to designing Teaching Learning Sequences, elaborate on common issues and draw on the wider perspective of design research in education.The second part contains a collection of papers presenting case studies concerning the design, implementation, iterative evolution and evaluation of Teaching and Learning Sequences in a variety of educational context. The case studies deal with a more or less new subject matter, a part of modern interdisciplinary science, material science, which enhances the connections between science and technology.From a wider perspective the case studies draw on existing theoretical ideas on inquiry in various contexts and provide powerful suggestions for contextualized innovation in a variety of school systems and existing practices.