Research in Science Education — Past, Present, and Fu - Prima edizione

EAN (ISBN-13): 9789048156313
ISBN (ISBN-10): 9048156319
Copertina rigida
Copertina flessibile
Anno di pubblicazione: 2010
Editore: Springer Netherlands Core >1 >T
352 Pagine
Peso: 0,532 kg
Lingua: eng/Englisch

Libro nella banca dati dal 2011-05-27T14:18:15+02:00 (Zurich)
Pagina di dettaglio ultima modifica in 2024-02-24T21:54:11+01:00 (Zurich)
ISBN/EAN: 9789048156313

ISBN - Stili di scrittura alternativi:
90-481-5631-9, 978-90-481-5631-3
Stili di scrittura alternativi e concetti di ricerca simili:
Autore del libro : gräber, graeber, angela behrendt, dähncke, michael behrendt, dahn, angela reinders, reinders duit, dahncke helmut, graber michael, kross, rein helmut, michael grabe, wolfgang behr, helga wolf, wolfgang held
Titolo del libro: past and present, science past and, future past

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Dati dell'editore

Autore: Helga Behrendt; Helmut Dahncke; Reinders Duit; Wolfgang Gräber; Michael Komorek; Angela Kross; Priit Reiska
Titolo: Research in Science Education — Past, Present, and Future
Editore: Springer; Springer Netherland
344 Pagine
Anno di pubblicazione: 2010-12-01
Dordrecht; NL
Stampato / Fatto in
Lingua: Inglese
106,99 € (DE)
109,99 € (AT)
118,00 CHF (CH)
POD
VIII, 344 p.

BC; Hardcover, Softcover / Psychologie/Angewandte Psychologie; Pädagogische Psychologie; Verstehen; ESERA; European science education; Stereochemistry; evaluation; microbiology; science education; science education research; theory; learning and instruction; Instructional Psychology; Humanities and Social Sciences; Science Education; Teaching and Teacher Education; Digital Education and Educational Technology; Chemistry; Interdisziplinäre Studien; Fachspezifischer Unterricht; Naturwissenschaften, allgemein; Lehrerausbildung; Lehrmittel, Lerntechnologien, E-Learning; Chemie; BB

Views and Visions of Science Education Research.- Science Education Researchers and Research in Transition: Issues and Policies.- Research in Science Education in Europe: Retrospect and Prospect.- Science Content as Problematic - Issues for Research.- Science Education Versus Science in the Academy: Questions - Discussion - Perspectives.- Scientific Literacy — Conceptions and Assessment.- The Assessment of Scientific Literacy in the OECD/PISA Project.- Scientific Literacy: From Theory to Practice.- Making Formative Use of a National Summative Assessment Regime.- A Comparison of STS-teaching and Traditional Physics Lessons - On the Correlation of Physics Knowledge and Taking Action.- Students’ Conceptions.- On the Quantum Thinking of Physics Undergraduates.- Experiences with a Modern Course in Quantum Physics.- Learning Process Studies in the Field of Fractals.- Students’ Understandings of their Internal Structure as Revealed by Drawings.- Personal Context and Continuity of Human Thought; Recurrent Themes in a Longitudinal Study of Pupils’ Understanding of Scientific Phenomena.- Entities of the World and Causality in Children’s Thinking.- Using Media Reports of Science Research in Pupils’ Evaluation of Evidence.- Pupils’ Perceptions of Science Education at Primary and Secondary School.- Teachers’ Conceptions.- Teacher Professionalism and Change: Developing a Professional Self Through Reflective Assessment.- Formative Assessment Using Concept Cartoons: Initial Teacher Training in the UK.- Teaching Chemical Equilibrium in Australian and German Senior High Schools.- The Ideas of Spanish Primary Teachers on how to Develop an Understanding of Processes in Science and their Support in Textbooks.- Pre-service Elementary Teachers Constructing the Nature andLanguage of Science.- Combining Knowledge of Physics and Chemistry in Teaching: The Behaviour of a Narrow Jet of Water in the Presence of Charged Insulators.- Intuitive Rules: A Theory and its Implications to Mathematics and Science Teacher Education.- Conceptual Change — Teaching and Learning Processes.- Conceptual Change Research and the Teaching of Science.- Rhetoric and Science Education.- Development of Complexity through Dealing with Physical Qualities: One Type of Conceptual Change?.- On the Micro-structure of Analogical Reasoning: The Case of Understanding Chaotic Systems.- Role-playing, Conceptual Change, and the Learning Process: A Case Study of 7th Grade Pupils.- Concept Mapping as a Tool for Research in Science Education.- The Need for and the Role of Metacognition in Teaching and Learning the Particle Model.- Evolving Mental Models of Electric Circuits.- Two Models for a Physical Situation: the Case of Optics. Students’ Difficulties, Teachers’ Viewpoints and Guidelines for a ?Didactic Structure?.- The Influence of a Historically Oriented Course on the Content Knowledge of Students in Optics.- Using Everyday and Scientific Conceptions for Developing Guidelines of Teaching Microbiology.- Teaching and Learning the Concept of the Model in Secondary Schools.- Conceptual Change and Student Diversity: The Case of Volcanism at Primary School.- The Development of Prospective Teachers’ Concerns about Teaching Chemistry Topics at a Macro-micro-symbolic Interface.- How to Enhance Students’ Motivation and Ability to Communicate in Science Class-discourse.- How do Boys and Girls use Language in Physics Classes?.- Instructional Media and Lab Work.- Improving the Use of Instructional Illustrations in Learning Chemistry.- Computing in Stereochemistry - 2D or3D Representations?.- Learning Physics with Multimedia- and Experimental-supported Workshop Instruction.- Generating Hypotheses in Scientific Enquiry.- Using Laboratory Work for Purposeful Learning about the Practice of Science.- University Students During Practical Work: Can We Make the Learning Process Intelligible?.- Learning About Investigations - The Teacher’s Role.- Point and Set Paradigms in Students’ Handling of Experimental Measurements.- Beyond the Laboratory-learning Physics Using Real-life Contexts.