SUNY series in Science Education – serie
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4 produkter
4 produkter
Philosophy of Science, Cognitive Psychology, and Educational Theory and Practice
Inbunden, Engelska, 1992
1 051 kr
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This edited volume extends existing discussions among philosophers of science, cognitive psychologists, and educational researchers on the the restructuring of scientific knowledge and the domain of science education. This exchange of ideas across disciplinary fields raises fundamental issues and provides frameworks that help to focus educational research programs, curriculum development efforts, and teacher training programs.
Philosophy of Science, Cognitive Psychology, and Educational Theory and Practice
Häftad, Engelska, 1992
400 kr
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This edited volume extends existing discussions among philosophers of science, cognitive psychologists, and educational researchers on the the restructuring of scientific knowledge and the domain of science education. This exchange of ideas across disciplinary fields raises fundamental issues and provides frameworks that help to focus educational research programs, curriculum development efforts, and teacher training programs.
Portraits of Productive Schools
An International Study of Institutionalizing Activity - Based Practices in Elementary Science
Häftad, Engelska, 1995
477 kr
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Based on the study of successful cases in several countries, this book shows what it takes to put activity-based science programs into practice in elementary schools.Based on research conducted in four developed countries, this book focuses on the question of how elementary schools with successful activity-based science programs put them into practice and maintain them over the years. In general, activity-based science programs are advocated in developed countries, but are relatively rare in practice. By studying successful cases in several countries this book shows what it takes to make them successful.Topics discussed include the research approach employed, the educational context within which these cases are set, comparative analysis of the cases, and recommendations for practice.This book will be of interest to teachers, administrators, and support personnel-as well as to fellow researchers-who wish to introduce and nurture activity-based elementary school science so that it becomes an integral and sustained part of the local curriculum.
608 kr
Skickas inom 3-6 vardagar
Presents evidence that S/T/S is a successful reform movement in science education.Science/Technology/Society (S/T/S) is a reform effort to broaden science as a discipline in schools and colleges; to relate science to other facets of the curriculum; and to relate science specifically to technology and to the society that supports and produces new conceptualizations of both. S/T/S is also defined as the teaching and learning of science/technology in the context of human experience. It focuses on a method of teaching that recognizes the importance that experience in the real world has on the learning process. And it recognizes that real learning can occur only when the learner is engaged and able to construct her or his own meaning.Science/Technology/Society as Reform in Science Education, is rich with examples of such teaching and learning. It includes impressive research evidence that illustrates that progress has been made and goals have been met. For teachers and administrators alike, this book provides and validates new visions for science education.