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2009, ISBN: 9781402052712
In the science classroom, there are some ideas that are as difficult for young students to grasp as they are for teachers to explain. Forces, electricity, light, and basic astronomy are a… Mehr…
ISBN: 9781402052712
In the science classroom, there are some ideas that are as difficult for young students to grasp as they are for teachers to explain. Forces, electricity, light, and basic astronomy are a… Mehr…
ISBN: 1402052715
The Pedagogy of Physical Science ab 128.49 € als pdf eBook: . Aus dem Bereich: eBooks, Fachthemen & Wissenschaft, Wissenschaften allgemein, Medien > Bücher, The Pedagogy of Physical Scien… Mehr…
ISBN: 9781402052712
In the science classroom, some ideas are as difficult for young students to grasp as they are for teachers to explain. This refreshing book provides a unique perspective on the pedagogy o… Mehr…
ISBN: 9781402052712
The Pedagogy of Physical Science: ab 128.49 € eBooks > Fachthemen & Wissenschaft > Wissenschaften allgemein Springer-Verlag GmbH, Springer-Verlag GmbH
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Detailangaben zum Buch - The Pedagogy of Physical Science
EAN (ISBN-13): 9781402052712
ISBN (ISBN-10): 1402052715
Erscheinungsjahr: 2009
Herausgeber: Springer Netherland
197 Seiten
Sprache: eng/Englisch
Buch in der Datenbank seit 2010-10-17T07:03:12+02:00 (Zurich)
Detailseite zuletzt geändert am 2024-04-15T21:13:22+02:00 (Zurich)
ISBN/EAN: 1402052715
ISBN - alternative Schreibweisen:
1-4020-5271-5, 978-1-4020-5271-2
Alternative Schreibweisen und verwandte Suchbegriffe:
Autor des Buches: parker david, royston angela
Titel des Buches: physical science
Daten vom Verlag:
Autor/in: David Heywood; Joan Parker
Titel: Science & Technology Education Library; The Pedagogy of Physical Science
Verlag: Springer; Springer Netherland
197 Seiten
Erscheinungsjahr: 2009-12-16
Dordrecht; NL
Sprache: Englisch
149,79 € (DE)
154,00 € (AT)
177,00 CHF (CH)
Available
XII, 197 p.
EA; E107; eBook; Nonbooks, PBS / Pädagogik/Erwachsenenbildung; Fachspezifischer Unterricht; Verstehen; Physical Science; Separation; electricity; higher education; learning; pedagogy; science education; teacher education; B; Science Education; Education; Naturwissenschaften, allgemein; BB
One: Introduction. Two: Conceptual Change And Learning About Forces. 1. The Challenge Of Learning About Forces And Motion. 2. Conceptual Change: A Brief Historical Perspective. 3. Conceptual Change In Action: Primary Teachers Learning About Forces. 4. Some Conclusions And Implications. Three: The Role Of Analogies In Learning. 1. Learning About Simple Circuits. 2. Applying Analogies To Simple Circuits. 3. Implications For Pedagogy. 4. Explanation And Meaning. 6. Practical Implications For Pedagogy: Teaching. 7. Teacher Subject And Pedagogic Knowledge. Four: Cognitive Conflict And The Formation Of Shadows. 1. Promoting Conceptual Change Through Cognitive Conflict. 2. The Challenge Presented By The Conceptual Domain Of Light. 3. Exploring The Impact Of Cognitive Conflict In Learning About Shadows. 4. Resolving The Conflict . 5. The Emergence Of Pedagogical Insight. 6. Discussion. 7. Some Concluding Remarks. Five: Language Interpretation And Meaning . 1. Conceptualising How Language Works . 2. Sign And Signification. 3. Signification In Science Learning. 4. Interpretation And Meaning. Six: Metacognition And Developing Understanding Of Simple Astronomical Events. 1. Metacognition And Learning. 2. The Conceptual Domain Of The Earth And Beyond. 3. Mapping Movement In Conceptual Understanding About Simple Astronomical Events. 4. Insights Identified Through Adopting A Metacognitive Approach To Learning. 5. Discussion. Seven: The Subject Matter Learning Audit And The Generation Of Pedagogical Content Knowledge. 1. Teacher Knowledge. 2. The Subject Matter Learning Audit (SMLA) . 3. A SMLA Case Study (Stage 1): Learning About Forces. 4. A SMLA Case Study (Stage 2): The Individual National Curriculum SMLA. 5. A SMLA Case Study (Stage 3): Scheme Of Work SMLA. 6. Discussion And Implications For Teacher Education.Provides a unique perspective on the pedagogy of physical science derived from researching teachers’ learning Identifies the nature of explanation and learning in science and supports with research evidence from teachers’ learning in what are considered traditionally difficult and abstract conceptual areas Critically informs assumptions about teacher science subject knowledge the nature of learning in science and the presentation of science knowledge in the curriculum;
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