Teaching And Learning Science: Towards a Personalized Approach

Hodson, Derek

ISBN 10: 0335201156 / ISBN 13: 9780335201150

Verlag: Open University Press, 1998

Beschreibung

Befriedigend/Good: Durchschnittlich erhaltenes Buch bzw. Schutzumschlag mit Gebrauchsspuren, aber vollständigen Seiten. / Describes the average WORN book or dust jacket that has all the pages present. Bestandsnummer des Verkäufers M00335201156-G

Bibliografische Details

Titel: Teaching And Learning Science: Towards a ...

Verlag: Open University Press

Erscheinungsdatum: 1998

Einband: Softcover

Zustand: good

Über diesen Titel

Inhaltsangabe:

This book extends and unifies recent debate and research about science education in several disparate fields, including philosophy of science, cognitive psychology and motivation theory. Through an approach based on the personalization of learning and the politicization of the curriculum and classroom, it shows how the complex goal of critical scientific literacy can be achieved by all students, including those who traditionally underachieve in science or opt out of science education at the earliest opportunity.

Current thinking in situated cognition and learning through apprenticeship are employed to build a sociocultural learning model based on a vigorous learning community, in which the teacher acts as facilitator, co-learner and anthropologist. Later chapters describe how these theoretical arguments can be translated into effective classroom practice through a coherent inquiry-oriented pedagogy, involving a much more critical and wide-ranging use of hands-on and language-based learning than is usual in science education.

Über die Autorin bzw. den Autor:

Derek Hodson has thirty years experience in science education. After ten years teaching science in secondary schools in England, Scotland and Wales, he spent eight years working in pre-service teacher education at the University of Manchester. In 1991, following six years teaching science education and curriculum theory at the University of Auckland, he was appointed Professor of Science Education at the Ontario Institute for Studies in Education, Toronto. He has very wide research interests, including innovative forms of teacher education, and has published extensively in science education journals in UK, United States, Canada, New Zealand and Australia.