Isbn: 9780674919341 - how we teach science: what’s changed, and why it matters (21 Ergebnisse)

Zustand: good. A copy that has been read, remains in good condition. All pages are intact, and the cover is intact. The spine and cover show signs of wear. Pages can include notes and highlighting and show signs of wear, and the copy can include "From the library of" labels or previous owner inscriptions. 100% GUARANTEE! Shipped with delivery confirmation, if you're not satisfied with purchase please return item! Ships via media mail.…

Zustand: Very Good. Former library copy. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Zustand: As New. Unread book in perfect condition.

HRD. Zustand: New. New Book. Shipped from UK. Established seller since 2000.

Hardcover. Zustand: new. Hardcover. A former Wisconsin high school science teacher makes the case that how and why we teach science matters, especially now that its legitimacy is under attack.Why teach science? The answer to that question will determine how it is taught. Yet despite the enduring belief in this country that science should be taught, there has been no enduring consensus about how or why.This is especially true when it comes to teaching scientific process. Nearly all of the basic knowledge we have about the world is rock solid. The science we teach in high schools in particular-laws of motion, the structure of the atom, cell division, DNA replication, the universal speed limit of light-is accepted as the way nature works. Everyone also agrees that students and the public more generally should understand the methods used to gain this knowledge. But what exactly is the scientific method?Ever since the late 1800s, scientists and science educators have grappled with that question. Through the years, they've advanced an assortment of strategies, ranging from "the laboratory method" to the "five-step method" to "science as inquiry" to no method at all. How We Teach Science reveals that each strategy was influenced by the intellectual, cultural, and political circumstances of the time. In some eras, learning about experimentation and scientific inquiry was seen to contribute to an individual's intellectual and moral improvement, while in others it was viewed as a way to minimize public interference in institutional science.John Rudolph shows that how we think about and teach science will either sustain or thwart future innovation, and ultimately determine how science is perceived and received by the public. Despite an enduring belief that science should be taught, there has been no enduring consensus about how or why. This is especially true when it comes to teaching scientific process. John Rudolph shows that how we think about and teach science will either sustain or thwart future innovation, and determine how science is perceived by the public. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.…

Zustand: New.

Hardback. Zustand: New. A former Wisconsin high school science teacher makes the case that how and why we teach science matters, especially now that its legitimacy is under attack.Why teach science? The answer to that question will determine how it is taught. Yet despite the enduring belief in this country that science should be taught, there has been no enduring consensus about how or why.This is especially true when it comes to teaching scientific process. Nearly all of the basic knowledge we have about the world is rock solid. The science we teach in high schools in particular-laws of motion, the structure of the atom, cell division, DNA replication, the universal speed limit of light-is accepted as the way nature works. Everyone also agrees that students and the public more generally should understand the methods used to gain this knowledge. But what exactly is the scientific method?Ever since the late 1800s, scientists and science educators have grappled with that question. Through the years, they've advanced an assortment of strategies, ranging from "the laboratory method" to the "five-step method" to "science as inquiry" to no method at all. How We Teach Science reveals that each strategy was influenced by the intellectual, cultural, and political circumstances of the time. In some eras, learning about experimentation and scientific inquiry was seen to contribute to an individual's intellectual and moral improvement, while in others it was viewed as a way to minimize public interference in institutional science.John Rudolph shows that how we think about and teach science will either sustain or thwart future innovation, and ultimately determine how science is perceived and received by the public.…

HRD. Zustand: New. New Book. Shipped from UK. Established seller since 2000.

Hardcover. Zustand: new. New Copy. Customer Service Guaranteed.

Zustand: new.

Zustand: New. 2019. Hardcover. . . . . .

Zustand: New.

Zustand: New.

Hardback. Zustand: New. New copy - Usually dispatched within 4 working days.

Zustand: As New. Unread book in perfect condition.

Zustand: New. 2019. Hardcover. . . . . . Books ship from the US and Ireland.

Zustand: New. In English.

Hardcover. Zustand: Brand New. 308 pages. 9.75x6.50x1.25 inches. In Stock.

Zustand: New.

Hardcover. Zustand: new. Hardcover. A former Wisconsin high school science teacher makes the case that how and why we teach science matters, especially now that its legitimacy is under attack.Why teach science? The answer to that question will determine how it is taught. Yet despite the enduring belief in this country that science should be taught, there has been no enduring consensus about how or why.This is especially true when it comes to teaching scientific process. Nearly all of the basic knowledge we have about the world is rock solid. The science we teach in high schools in particular-laws of motion, the structure of the atom, cell division, DNA replication, the universal speed limit of light-is accepted as the way nature works. Everyone also agrees that students and the public more generally should understand the methods used to gain this knowledge. But what exactly is the scientific method?Ever since the late 1800s, scientists and science educators have grappled with that question. Through the years, they've advanced an assortment of strategies, ranging from "the laboratory method" to the "five-step method" to "science as inquiry" to no method at all. How We Teach Science reveals that each strategy was influenced by the intellectual, cultural, and political circumstances of the time. In some eras, learning about experimentation and scientific inquiry was seen to contribute to an individual's intellectual and moral improvement, while in others it was viewed as a way to minimize public interference in institutional science.John Rudolph shows that how we think about and teach science will either sustain or thwart future innovation, and ultimately determine how science is perceived and received by the public. Despite an enduring belief that science should be taught, there has been no enduring consensus about how or why. This is especially true when it comes to teaching scientific process. John Rudolph shows that how we think about and teach science will either sustain or thwart future innovation, and determine how science is perceived by the public. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.…

Hardback. Zustand: New. A former Wisconsin high school science teacher makes the case that how and why we teach science matters, especially now that its legitimacy is under attack.Why teach science? The answer to that question will determine how it is taught. Yet despite the enduring belief in this country that science should be taught, there has been no enduring consensus about how or why.This is especially true when it comes to teaching scientific process. Nearly all of the basic knowledge we have about the world is rock solid. The science we teach in high schools in particular-laws of motion, the structure of the atom, cell division, DNA replication, the universal speed limit of light-is accepted as the way nature works. Everyone also agrees that students and the public more generally should understand the methods used to gain this knowledge. But what exactly is the scientific method?Ever since the late 1800s, scientists and science educators have grappled with that question. Through the years, they've advanced an assortment of strategies, ranging from "the laboratory method" to the "five-step method" to "science as inquiry" to no method at all. How We Teach Science reveals that each strategy was influenced by the intellectual, cultural, and political circumstances of the time. In some eras, learning about experimentation and scientific inquiry was seen to contribute to an individual's intellectual and moral improvement, while in others it was viewed as a way to minimize public interference in institutional science.John Rudolph shows that how we think about and teach science will either sustain or thwart future innovation, and ultimately determine how science is perceived and received by the public.…