9789048185016 - progressing science education: constructing the scientific research programme into the contingent nature of learning science: 37 (contemporary trends and issues in science education) de taber, keith s. s. (11 resultados)
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Editorial: Springer, 2010
Serie: Libro 17 de 40 - Contemporary Trends and Issues in Science Education
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Editorial: Springer, 2010
Serie: Libro 17 de 40 - Contemporary Trends and Issues in Science Education
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Taschenbuch. Condición: 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.
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Taschenbuch. Condición: 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 pr…oblematic, 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.
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Serie: Libro 17 de 40 - Contemporary Trends and Issues in Science Education
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Editorial: Springer, 2010
Serie: Libro 17 de 40 - Contemporary Trends and Issues in Science Education
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Serie: Libro 17 de 40 - Contemporary Trends and Issues in Science Education
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Taschenbuch. Condición: 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 scie…nce 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. 420 pp. Englisch.
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Kartoniert / Broschiert. Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Offers a coherent conceptualisation of the field as a research programme that can both make sense of the existing diverse range of research and offer heuristic direction for future researchers…Offers an account of the history, current state and pot.
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Editorial: Springer Netherlands, Springer Netherlands Okt 2010, 2010
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Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. 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… 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.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 420 pp. Englisch.
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Serie: Libro 17 de 40 - Contemporary Trends and Issues in Science Education
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Librería: Majestic Books, Hounslow, Reino UnidoMajestic Books
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Condición: New. Print on Demand pp. 420 49:B&W 6.14 x 9.21 in or 234 x 156 mm (Royal 8vo) Perfect Bound on White w/Gloss Lam.
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Editorial: Springer, 2010
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Librería: Biblios, frankfurt am main, HESSE, AlemaniaBiblios
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Condición: New. PRINT ON DEMAND pp. 420.
