Inhaltsangabe
Problem-Based Learning (PBL) occurs when new knowledge is learned by solving problems. Given that PBL requires not only a radical change in the roles usually played by students and teachers, but also the adoption of transdisciplinary approaches, this study investigated the effect of training in PBL-oriented teaching on the conceptions, representations of practices, and perspectives of science and geography teachers regarding this type of teaching. The results suggest that the training contributed to the restructuring of the teachers' conceptions and to their preparation and motivation for implementing ABRP-oriented teaching. However, the teachers trained for this purpose, despite having managed to implement this type of teaching, faced some difficulties that led them to recognize the importance of support from specialists or more experienced teachers in overcoming some of these difficulties and/or insecurities. In addition, they made some suggestions, both for the implementation of this type of teaching and for the organization of future teacher training courses.
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Über die Autorin bzw. den Autor
Sofia Morgado posiada tytu¿ licencjata w zakresie nauczania fizyki i chemii oraz tytu¿ magistra w zakresie nadzoru pedagogicznego w edukacji naukowej uzyskany na Uniwersytecie Minho w Portugalii. Opublikowäa wiele artyku¿ów w czasopismach naukowych, rozdziäów w ksi¿¿kach i tekstów w materiäach konferencyjnych na temat nauczania opartego na rozwi¿zywaniu problemów. Jest stypendystk¿ naukow¿ w CIEd.
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Paperback. Zustand: new. Paperback. Problem-Based Learning (PBL) occurs when new knowledge is learned by solving problems. Given that PBL requires not only a radical change in the roles usually played by students and teachers, but also the adoption of transdisciplinary approaches, this study investigated the effect of training in PBL-oriented teaching on the conceptions, representations of practices, and perspectives of science and geography teachers regarding this type of teaching. The results suggest that the training contributed to the restructuring of the teachers' conceptions and to their preparation and motivation for implementing ABRP-oriented teaching. However, the teachers trained for this purpose, despite having managed to implement this type of teaching, faced some difficulties that led them to recognize the importance of support from specialists or more experienced teachers in overcoming some of these difficulties and/or insecurities. In addition, they made some suggestions, both for the implementation of this type of teaching and for the organization of future teacher training courses. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Bestandsnummer des Verkäufers 9786209161339
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Taschenbuch. Zustand: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Problem-Based Learning (PBL) occurs when new knowledge is learned by solving problems. Given that PBL requires not only a radical change in the roles usually played by students and teachers, but also the adoption of transdisciplinary approaches, this study investigated the effect of training in PBL-oriented teaching on the conceptions, representations of practices, and perspectives of science and geography teachers regarding this type of teaching. The results suggest that the training contributed to the restructuring of the teachers' conceptions and to their preparation and motivation for implementing ABRP-oriented teaching. However, the teachers trained for this purpose, despite having managed to implement this type of teaching, faced some difficulties that led them to recognize the importance of support from specialists or more experienced teachers in overcoming some of these difficulties and/or insecurities. In addition, they made some suggestions, both for the implementation of this type of teaching and for the organization of future teacher training courses. 184 pp. Englisch. Bestandsnummer des Verkäufers 9786209161339
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Paperback. Zustand: new. Paperback. Problem-Based Learning (PBL) occurs when new knowledge is learned by solving problems. Given that PBL requires not only a radical change in the roles usually played by students and teachers, but also the adoption of transdisciplinary approaches, this study investigated the effect of training in PBL-oriented teaching on the conceptions, representations of practices, and perspectives of science and geography teachers regarding this type of teaching. The results suggest that the training contributed to the restructuring of the teachers' conceptions and to their preparation and motivation for implementing ABRP-oriented teaching. However, the teachers trained for this purpose, despite having managed to implement this type of teaching, faced some difficulties that led them to recognize the importance of support from specialists or more experienced teachers in overcoming some of these difficulties and/or insecurities. In addition, they made some suggestions, both for the implementation of this type of teaching and for the organization of future teacher training courses. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. Bestandsnummer des Verkäufers 9786209161339
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Taschenbuch. Zustand: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Problem-Based Learning (PBL) occurs when new knowledge is learned by solving problems. Given that PBL requires not only a radical change in the roles usually played by students and teachers, but also the adoption of transdisciplinary approaches, this study investigated the effect of training in PBL-oriented teaching on the conceptions, representations of practices, and perspectives of science and geography teachers regarding this type of teaching. The results suggest that the training contributed to the restructuring of the teachers' conceptions and to their preparation and motivation for implementing ABRP-oriented teaching. However, the teachers trained for this purpose, despite having managed to implement this type of teaching, faced some difficulties that led them to recognize the importance of support from specialists or more experienced teachers in overcoming some of these difficulties and/or insecurities. In addition, they made some suggestions, both for the implementation of this type of teaching and for the organization of future teacher training courses.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 184 pp. Englisch. Bestandsnummer des Verkäufers 9786209161339
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