Isbn: 9786207198177 - error in the science teaching-learning process: conceptions of primary school science teachers (4 resultados)

Taschenbuch. Condición: Neu. Error in the Science Teaching-Learning Process | Conceptions of primary school science teachers | Conceição Costa Hillesheim | Taschenbuch | Einband - flex.(Paperback) | Englisch | 2024 | Our Knowledge Publishing | EAN 9786207198177 | Verantwortliche Person für die EU: SIA OmniScriptum Publishing, Brivibas Gatve 197, 1039 RIGA, LETTLAND, customerservice[at]vdm-vsg[dot]de | Anbieter: preigu. …

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware 108 pp. Englisch.

Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This book is the result of academic research carried out in 2009, which aimed to analyse the situation of error in the teaching-learning process, based on the conceptions of primary school science teachers, based on the epistemologies of Gaston Bachelard and Jean Piaget. In this work, we adopted a concept of error based on these two epistemologies, which have a sense of cognitive growth, achieving, respectively, both the progress of science and of the human intellect. The research used the hermeneutic-interpretive method to appropriate the theoretical references and a qualitative approach to collect and analyse the data. At the end of the study, we were able to conclude that while teachers understand the importance of error in the process of building knowledge, they still maintain a traditional practice in relation to this element of knowledge building. …

Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -This book is the result of academic research carried out in 2009, which aimed to analyse the situation of error in the teaching-learning process, based on the conceptions of primary school science teachers, based on the epistemologies of Gaston Bachelard and Jean Piaget. In this work, we adopted a concept of error based on these two epistemologies, which have a sense of cognitive growth, achieving, respectively, both the progress of science and of the human intellect. The research used the hermeneutic-interpretive method to appropriate the theoretical references and a qualitative approach to collect and analyse the data. At the end of the study, we were able to conclude that while teachers understand the importance of error in the process of building knowledge, they still maintain a traditional practice in relation to this element of knowledge building.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 108 pp. Englisch. …