Progressing science education constructing von taber keith (14 Ergebnisse)
Sprache: Englisch
Verlag: Springer 2009
Serie: Contemporary Trends and Issues in Science Education, Buch 17 von 40. Buch 17 von 40 - Contemporary Trends and Issues in Science Education
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Zustand: Sehr gut. Zustand: Sehr gut | Seiten: 400 | Sprache: Englisch | Produktart: Bücher | 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.
Weitere BilderSprache: Englisch
Verlag: Springer Netherland 2010
Serie: Contemporary Trends and Issues in Science Education, Buch 17 von 40. Buch 17 von 40 - Contemporary Trends and Issues in Science Education
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Taschenbuch. Zustand: Neu. Progressing Science Education | Constructing the Scientific Research Programme into the Contingent Nature of Learning Science | Keith S. Taber | Taschenbuch | xviii | Englisch | 2010 | Springer Netherland | EAN 9789048185016 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17,…69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.
Sprache: Englisch
Verlag: Springer 2010
Serie: Contemporary Trends and Issues in Science Education, Buch 17 von 40. Buch 17 von 40 - Contemporary Trends and Issues in Science Education
- Softcover
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Sprache: Englisch
Verlag: Springer Netherlands, Springer Netherlands 2010
Serie: Contemporary Trends and Issues in Science Education, Buch 17 von 40. Buch 17 von 40 - Contemporary Trends and Issues in Science Education
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Taschenbuch. Zustand: 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 prob…lematic, 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.
Sprache: Englisch
Verlag: Springer 2009
Serie: Contemporary Trends and Issues in Science Education, Buch 17 von 40. Buch 17 von 40 - Contemporary Trends and Issues in Science Education
- Hardcover
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Buch. Zustand: 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 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.
Sprache: Englisch
Verlag: Springer 2010
Serie: Contemporary Trends and Issues in Science Education, Buch 17 von 40. Buch 17 von 40 - Contemporary Trends and Issues in Science Education
- Softcover
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Sprache: Englisch
Verlag: Springer 2010
Serie: Contemporary Trends and Issues in Science Education, Buch 17 von 40. Buch 17 von 40 - Contemporary Trends and Issues in Science Education
- Softcover
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Serie: Contemporary Trends and Issues in Science Education, Buch 17 von 40. Buch 17 von 40 - Contemporary Trends and Issues in Science Education
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Buch. Zustand: 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 science extre…mely 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. 400 pp. Englisch.
