ISBN: 9781402052705
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… Plus…
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The Pedagogy of Physical Science / David Heywood (u. a.) / Buch / xii / Englisch / 2010 / SPRINGER NATURE / EAN 9781402052705 - edition reliée, livre de poche
2010, ISBN: 9781402052705
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ISBN: 9781402052705
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The Pedagogy of Physical Science (Contemporary Trends and Issues in Science Education, 38, Band 38) - edition reliée, livre de poche
2010, ISBN: 9781402052705
Springer, Gebundene Ausgabe, Auflage: 2010, 209 Seiten, Publiziert: 2010-02-05T00:00:01Z, Produktgruppe: Buch, Hersteller-Nr.: 27241339, 2.31 kg, Erziehungsphilosophie, Pädagogik, Fachbüc… Plus…
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2010, ISBN: 9781402052705
[PU: Springer Netherland], Neubindung, Buchschnitt leicht verkürzt, Auflage 2010 5831088/12, DE, [SC: 0.00], gebraucht; sehr gut, gewerbliches Angebot, 2010, Banküberweisung, Kreditkarte,… Plus…
booklooker.de |
ISBN: 9781402052705
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… Plus…
Heywood, David:
The Pedagogy of Physical Science / David Heywood (u. a.) / Buch / xii / Englisch / 2010 / SPRINGER NATURE / EAN 9781402052705 - edition reliée, livre de poche2010, ISBN: 9781402052705
[ED: Gebunden], [PU: SPRINGER NATURE], 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, electr… Plus…
ISBN: 9781402052705
ISBN-13: 9781402052705, 978-1402052705. The Pedagogy of Physical Science. How should a teacher teach them?. The authors of this monograph reject the traditional separation of subject and … Plus…
The Pedagogy of Physical Science (Contemporary Trends and Issues in Science Education, 38, Band 38) - edition reliée, livre de poche
2010, ISBN: 9781402052705
Springer, Gebundene Ausgabe, Auflage: 2010, 209 Seiten, Publiziert: 2010-02-05T00:00:01Z, Produktgruppe: Buch, Hersteller-Nr.: 27241339, 2.31 kg, Erziehungsphilosophie, Pädagogik, Fachbüc… Plus…
2010, ISBN: 9781402052705
[PU: Springer Netherland], Neubindung, Buchschnitt leicht verkürzt, Auflage 2010 5831088/12, DE, [SC: 0.00], gebraucht; sehr gut, gewerbliches Angebot, 2010, Banküberweisung, Kreditkarte,… Plus…
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Informations détaillées sur le livre - The Pedagogy of Physical Science (Contemporary Trends and Issues in Science Education, 38, Band 38)
EAN (ISBN-13): 9781402052705
ISBN (ISBN-10): 1402052707
Version reliée
Livre de poche
Date de parution: 2010
Editeur: Springer
197 Pages
Poids: 0,471 kg
Langue: eng/Englisch
Livre dans la base de données depuis 2008-06-22T11:28:07+02:00 (Paris)
Page de détail modifiée en dernier sur 2024-04-15T21:13:22+02:00 (Paris)
ISBN/EAN: 9781402052705
ISBN - Autres types d'écriture:
1-4020-5270-7, 978-1-4020-5270-5
Autres types d'écriture et termes associés:
Auteur du livre: heywood, parker david, ker david
Titre du livre: the science, physical science
Données de l'éditeur
Auteur: David Heywood; Joan Parker
Titre: Contemporary Trends and Issues in Science Education; The Pedagogy of Physical Science
Editeur: Springer; Springer Netherland
197 Pages
Date de parution: 2010-02-05
Dordrecht; NL
Imprimé / Fabriqué en
Langue: Anglais
160,49 € (DE)
164,99 € (AT)
177,00 CHF (CH)
POD
XII, 197 p.
BB; Hardcover, Softcover / Pädagogik/Erwachsenenbildung; Fachspezifischer Unterricht; Verstehen; Physical Science; Separation; electricity; higher education; learning; pedagogy; science education; teacher education; Science Education; Naturwissenschaften, allgemein; EA; BC
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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