Progressing science education constructing par taber keith (12 résultats)
Langue : anglais
Edité par Springer, 2009
Série : Livre 17 sur 40 - Contemporary Trends and Issues in Science Education
- Couverture rigide
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Etat : New. In.
Langue : anglais
Edité par Springer, 2009
Série : Livre 17 sur 40 - Contemporary Trends and Issues in Science Education
- Couverture rigide
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Etat : New.
Langue : anglais
Edité par Springer, 2009
Série : Livre 17 sur 40 - Contemporary Trends and Issues in Science Education
- Couverture rigide
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Etat : As New. Unread book in perfect condition.
Langue : anglais
Edité par Springer, 2009
Série : Livre 17 sur 40 - Contemporary Trends and Issues in Science Education
- Couverture rigide
Vendeur : GreatBookPrices, Columbia, MD, Etats-UnisGreatBookPrices
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Etat : New.
Langue : anglais
Edité par Springer, 2009
Série : Livre 17 sur 40 - Contemporary Trends and Issues in Science Education
- Couverture rigide
Vendeur : GreatBookPricesUK, Woodford Green, Royaume-UniGreatBookPricesUK
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Langue : anglais
Edité par Springer, 2009
Série : Livre 17 sur 40 - Contemporary Trends and Issues in Science Education
- Couverture rigide
Vendeur : Buchpark, Trebbin, AllemagneBuchpark
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Etat : Sehr gut. Zustand: Sehr gut | Seiten: 400 | Sprache: Englisch | Produktart: Bücher | Exploring one of the central themes in science education theory, this volume examines how science education can be considered as a scientific activity within a broad post-positivist notion of science.Many students find learning science ex…tremely problematic, whatever level of education they have reached. At the end of the 1970s a new approach to tackling learning difficulties in science was developed, drawing on ideas from psychology and cognitive science, and centred on the way students build up new knowledge in reference to their existing ideas. 'Constructivism' became the dominant paradigm in science education research for two decades, spawning a vast body of literature reporting aspects of learners' ideas in different science topics.However, Constructivism came under fire as it was recognised that the research did not offer immediate and simple prescriptions for effective science teaching. The whole approach was widely criticised, in particular by those who saw it as having 'anti-science' leanings.In this book, the notion of scientific research programmes is used to understand the development, limitations and potential of constructivism. It is shown that constructivist work in science education fits into a coherent programme exploring the contingencies of learning science. The author goes further to address criticisms of constructivism; evaluate progress in the field; and suggest directions for future research. It is concluded that constructivism has provided the foundations for a progressive research programme that continues to guide enquiry into learning and teaching science.
Autres imagesLangue : anglais
Edité par Springer, 2010
Série : Livre 17 sur 40 - Contemporary Trends and Issues in Science Education
- Couverture souple
Vendeur : preigu, Osnabrück, Allemagnepreigu
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Taschenbuch. Etat : Neu. Progressing Science Education | Constructing the Scientific Research Programme into the Contingent Nature of Learning Science | Keith S. Taber | Taschenbuch | Contemporary Trends and Issues in Science Education | xviii | Englisch | 2010 | Springer | EAN 9789048185016 | Verantwortliche Person für die EU:…Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.
Langue : anglais
Edité par Springer, 2010
Série : Livre 17 sur 40 - Contemporary Trends and Issues in Science Education
- Couverture souple
Vendeur : AHA-BUCH GmbH, Einbeck, AllemagneAHA-BUCH GmbH
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Taschenbuch. Etat : Neu. Druck auf Anfrage Neuware - Printed after ordering - Exploring one of the central themes in science education theory, this volume examines how science education can be considered as a scientific activity within a broad post-positivist notion of science.Many students find learning science extremely proble…matic, whatever level of education they have reached. At the end of the 1970s a new approach to tackling learning difficulties in science was developed, drawing on ideas from psychology and cognitive science, and centred on the way students build up new knowledge in reference to their existing ideas. 'Constructivism' became the dominant paradigm in science education research for two decades, spawning a vast body of literature reporting aspects of learners' ideas in different science topics. However, Constructivism came under fire as it was recognised that the research did not offer immediate and simple prescriptions for effective science teaching. The whole approach was widely criticised, in particular by those who saw it as having 'anti-science' leanings.In this book, the notion of scientific research programmes is used to understand the development, limitations and potential of constructivism. It is shown that constructivist work in science education fits into a coherent programme exploring the contingencies of learning science. The author goes further to address criticisms of constructivism; evaluate progress in the field; and suggest directions for future research. It is concluded that constructivism has provided the foundations for a progressive research programme that continues to guide enquiry into learning and teaching science.
Langue : anglais
Edité par Springer Nature B.V., 2009
Série : Livre 17 sur 40 - Contemporary Trends and Issues in Science Education
- Couverture rigide
Vendeur : AHA-BUCH GmbH, Einbeck, AllemagneAHA-BUCH GmbH
Contacter le vendeurVendeur avec une évaluation de 5 étoilesEtat: Neuf
EUR 160,49
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Buch. Etat : Neu. Druck auf Anfrage Neuware - Printed after ordering - Exploring one of the central themes in science education theory, this volume examines how science education can be considered as a scientific activity within a broad post-positivist notion of science.Many students find learning science extremely problematic,…whatever level of education they have reached. At the end of the 1970s a new approach to tackling learning difficulties in science was developed, drawing on ideas from psychology and cognitive science, and centred on the way students build up new knowledge in reference to their existing ideas. 'Constructivism' became the dominant paradigm in science education research for two decades, spawning a vast body of literature reporting aspects of learners' ideas in different science topics. However, Constructivism came under fire as it was recognised that the research did not offer immediate and simple prescriptions for effective science teaching. The whole approach was widely criticised, in particular by those who saw it as having 'anti-science' leanings.In this book, the notion of scientific research programmes is used to understand the development, limitations and potential of constructivism. It is shown that constructivist work in science education fits into a coherent programme exploring the contingencies of learning science. The author goes further to address criticisms of constructivism; evaluate progress in the field; and suggest directions for future research. It is concluded that constructivism has provided the foundations for a progressive research programme that continues to guide enquiry into learning and teaching science.
Langue : anglais
Edité par Springer, 2010
Série : Livre 17 sur 40 - Contemporary Trends and Issues in Science Education
- Couverture souple
Vendeur : Ria Christie Collections, Uxbridge, Royaume-UniRia Christie Collections
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EUR 221,75
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Etat : New. In.
Langue : anglais
Edité par Springer, 2010
Série : Livre 17 sur 40 - Contemporary Trends and Issues in Science Education
- Couverture souple
Vendeur : Mispah books, Redhill, SURRE, Royaume-UniMispah books
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Paperback. Etat : Like New. LIKE NEW. SHIPS FROM MULTIPLE LOCATIONS. book.
Langue : anglais
Edité par SPRINGER NATURE Jun 2009, 2009
Série : Livre 17 sur 40 - Contemporary Trends and Issues in Science Education
- Couverture rigide
- impression à la demande
Vendeur : BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, AllemagneBuchWeltWeit Ludwig Meier e.K.
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Buch. Etat : Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Exploring one of the central themes in science education theory, this volume examines how science education can be considered as a scientific activity within a broad post-positivist notion of science.Many students find learning science extreme…ly problematic, whatever level of education they have reached. At the end of the 1970s a new approach to tackling learning difficulties in science was developed, drawing on ideas from psychology and cognitive science, and centred on the way students build up new knowledge in reference to their existing ideas. 'Constructivism' became the dominant paradigm in science education research for two decades, spawning a vast body of literature reporting aspects of learners' ideas in different science topics. However, Constructivism came under fire as it was recognised that the research did not offer immediate and simple prescriptions for effective science teaching. The whole approach was widely criticised, in particular by those who saw it as having 'anti-science' leanings.In this book, the notion of scientific research programmes is used to understand the development, limitations and potential of constructivism. It is shown that constructivist work in science education fits into a coherent programme exploring the contingencies of learning science. The author goes further to address criticisms of constructivism; evaluate progress in the field; and suggest directions for future research. It is concluded that constructivism has provided the foundations for a progressive research programme that continues to guide enquiry into learning and teaching science. 400 pp. Englisch.
