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International Handbook of Science Education B. Fraser Editor

The International Handbook of Science Education is a two volume edition consisting of 77 chapters arranged into 10 sections pertaining to the most significant issues in science education. Current research and thinking and associated implications for practice are presented for learning, teaching, learning environments, teacher education, curriculum, educational technology, research methods, assessments and evaluation, equity, and history and philosophy of science. Each section contains a lead chapter that provides an overview and synthesis of the field and 5-8 related chapters that provide a narrower focus on research and current thinking on the key issues in that field. Leading researchers from around the world have participated as authors and consultants to produce a resource that is comprehensive, detailed and up to date. The chapters provide the most recent and advanced thinking in science education from international leaders in the field. The Handbook is the most authoritative resource yet produced in science education.

Informations détaillées sur le livre - International Handbook of Science Education B. Fraser Editor


EAN (ISBN-13): 9780792335313
ISBN (ISBN-10): 0792335317
Version reliée
Date de parution: 1998
Editeur: Springer Netherlands Core >2 >T
1216 Pages
Poids: 2,272 kg
Langue: eng/Englisch

Livre dans la base de données depuis 2008-03-30T17:12:53+02:00 (Paris)
Page de détail modifiée en dernier sur 2024-02-21T23:59:01+01:00 (Paris)
ISBN/EAN: 9780792335313

ISBN - Autres types d'écriture:
0-7923-3531-7, 978-0-7923-3531-3
Autres types d'écriture et termes associés:
Auteur du livre: fraser, tobin, barry
Titre du livre: international handbook science education


Données de l'éditeur

Auteur: B. Fraser; Kenneth Tobin
Titre: Springer International Handbooks of Education; International Handbook of Science Education
Editeur: Springer; Springer Netherland
1271 Pages
Date de parution: 1998-04-30
Dordrecht; NL
Langue: Anglais
534,99 € (DE)
549,99 € (AT)
590,00 CHF (CH)
Available
XXX, 1271 p. 11 illus. In 2 volumes, not available separately.

SA; BB; Hardcover, Softcover / Pädagogik/Erwachsenenbildung; Fachspezifischer Unterricht; Verstehen; HOL_0537; Science Education; Digital Education and Educational Technology; Philosophy of Education; Naturwissenschaften, allgemein; Lehrmittel, Lerntechnologien, E-Learning; Pädagogik: Theorie und Philosophie; BC; EA

Section 1: Learning. Editors: R. Duit, D.F. Treagust. 1.1. Learning in Science: From Behaviourism Towards Social Constructivism and Beyond; R. Duit, D.F. Treagust. 1.2. New Perspectives on Language in Science; C. Sutton. 1.3. Cultural Aspects of Learning Science; W.W. Cobern, G.S. Aikenhead. 1.4. Learning Science Through Models and Modelling; J.K. Gilbert, C.J. Boulter. 1.5. Learning About Science Teaching: Perspectives From an Action Research Project; P.H. Scott, R.H. Driver. 1.6. Scientific Inquiry Within Reach of Young Children; K.E. Metz. 1.7. Theories of Knowledge Acquisition; C.A. Chinn, W.F. Brewer. 1.8. The Epistemology of Students: The 'Thingified' Nature of Scientific Knowledge; J. Désautels, M. Larochelle. Section 2: Teaching. Editor: K. Tobin. 2.1. Issues and Trends in the Teaching of Science; K. Tobin. 2.2. A View of Quality in Teaching; J.R. Baird. 2.3. Teaching and Learning as Everyday Activity; W.-M. Roth. 2.4. Teaching for Understanding in Pre-Secondary Science; W. Harlen. 2.5. Teaching for Conceptual Change; P.W. Hewson, et al. 2.6. The Role of Routine Problem Tasks in Science Teaching; P. Hobden. 2.7. The Complexity of Chemistry and Implications for Teaching; D. Gabel. 2.8. The School Science Laboratory: Historical Perspectives and Contexts for Contemporary Teaching; V.N. Lunetta. Section 3: Educational Technology. Editor: M.C. Linn. 3.1. The Impact of Technology on Science Instruction: HistoricalTrends and Current Opportunities; M.C. Linn. 3.2. Computer Microworlds and Scientific Inquiry: An Alternative Approach to Science Education; B.Y. White. 3.3. Realising Authentic Science Learning through the Adaptation of Scientific Practice; D.C. Edelson. 3.4. Can Technology Bring Students Closer to Science? N. Butler Songer. 3.5. Problem-Based MacroContexts in Science Instruction: Design Issues and Applications; R.D. Sherwood, et al. 3.6. Using Technology to Support Students' Artefact Construction in Science; M. Wisnudel Spitulnik, et al. 3.7. Integration of Experimenting and Modelling by Advanced Educational Technology: Examples from Nuclear Physics; H.P. Schecker. 3.8. Where You Want IT, When You Want IT: The Role of Portable Computers in Science Education; A.E. McFarlane, Y. Friedler. Section 4: Curriculum. Editor: J. van den Akker. 4.1. The Science Curriculum: Between Ideals and Outcomes; J. van den Akker. 4.2. Cooperative Learning in the Science Curriculum; R. Lazarowitz, R. Hertz-Lazarowitz. 4.3. Curriculum Change in Science: Riding the Waves of Reform; J. Wallace, W. Louden. 4.4. Science Curriculum: Transforming Goals to Practices; R.W. Bybee, N. Ben-Zvi. 4.5. Integrated Science and Mathematics Education: Evolution and Implications of a Theoretical Model; D.F. Berlin, A.L. White. 4.6. The Learning Cycle Approach as a Strategy for Instruction in Science; M.R. Abraham. Section 5: Learning Environments. Editor: B. Fraser. 5.1. Science Learning Environments: Assessment, Effects and D
Consists of 77 chapters arranged into 10 sections pertaining to the most significant issues in science education The most authoritative resource yet produced in science education Includes supplementary material: sn.pub/extras

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