Rethinking Science Education, Philosophical Perspectives
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Bester Preis: € 39,34 (vom 11.08.2016)Rethinking Science Education, Philosophical Perspectives (2014)
ISBN: 9781623967161 bzw. 1623967163, in Englisch, Information Age Publishing, neu, E-Book.
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This book presents a “philosophy of science education” as a research field as well as its value for curriculum, instruction and teacher pedagogy. It seeks to re-think science education as an educational endeavour by examining why past reform efforts have been only partially successful, including why the fundamental goal of achieving scientific literacy after several “reform waves” has proven to be so elusive. The identity of such a philosophy is first defined in relation to the fields of philoso... This book presents a “philosophy of science education” as a research field as well as its value for curriculum, instruction and teacher pedagogy. It seeks to re-think science education as an educational endeavour by examining why past reform efforts have been only partially successful, including why the fundamental goal of achieving scientific literacy after several “reform waves” has proven to be so elusive. The identity of such a philosophy is first defined in relation to the fields of philosophy, philosophy of science, and philosophy of education. It argues that educational theory can support teacher’s pedagogical content knowledge and that history, philosophy and sociology of science should inform and influence pedagogy. Some case studies are provided which examine the nature of science and the nature of language to illustrate why and how a philosophy of science education contributes to science education reform. It seeks to contribute in general to the improvement of curriculum design and science teacher education. The perspective to be taken on board is that to teach science is to have a philosophical frame of mind—about the subject, about education, about one’s personal teacher identity.Taal: Engels;Afmetingen: 17x235x155 mm;Gewicht: 449,00 gram;Formaat: ePub met kopieerbeveiliging (DRM) van Adobe;Bestandsgrootte: 41.09 MB;Kopieerrechten: Het kopiëren van (delen van) de pagina's is niet toegestaan ;Printrechten: Het printen van de pagina's is niet toegestaan;Voorleesfunctie: De voorleesfunctie is uitgeschakeld;Geschikt voor: Alle e-readers te koop bij bol.com (of compatible met Adobe DRM). Telefoons/tablets met Google Android (1.6 of hoger) voorzien van bol.com boekenbol app. PC en Mac met Adobe reader software;Verschijningsdatum: augustus 2014;ISBN10: 1623967163;ISBN13: 9781623967161; Engelstalig | Ebook | 2014.
Rethinking Science Education: Philosophical Perspectives (2014)
ISBN: 9781623967161 bzw. 1623967163, in Englisch, Information Age Publishing, Information Age Publishing, Information Age Publishing, neu, E-Book, elektronischer Download.
This book presents a "philosophy of science education" as a research field as well as its value for curriculum, instruction and teacher pedagogy. It seeks to re-think science education as an educational endeavour by examining why past reform efforts have been only partially successful, including why the fundamental goal of achieving scientific literacy after several "reform waves" has proven to be so elusive. The identity of such a philosophy is first defined in relation to the fields of philosophy, philosophy of science, and philosophy of education. It argues that educational theory can support teacher's pedagogical content knowledge and that history, philosophy and sociology of science should inform and influence pedagogy. Some case studies are provided which examine the nature of science and the nature of language to illustrate why and how a philosophy of science education contributes to science education reform. It seeks to contribute in general to the improvement of curriculum design and science teacher education. The perspective to be taken on board is that to teach science is to have a philosophical frame of mind-about the subject, about education, about one's personal teacher identity.
Rethinking Science Education (2014)
ISBN: 9781623967161 bzw. 1623967163, in Englisch, Information Age Publishing, Information Age Publishing, Information Age Publishing, neu, E-Book, elektronischer Download.
This book presents a "philosophy of science education" as a research field as well as its value for curriculum, instruction and teacher pedagogy. It seeks to re-think science education as an educational endeavour by examining why past reform efforts have been only partially successful, including why the fundamental goal of achieving scientific literacy after several "reform waves" has proven to be so elusive. The identity of such a philosophy is first defined in relation to the fields of philosophy, philosophy of science, and philosophy of education. It argues that educational theory can support teacher's pedagogical content knowledge and that history, philosophy and sociology of science should inform and influence pedagogy. Some case studies are provided which examine the nature of science and the nature of language to illustrate why and how a philosophy of science education contributes to science education reform. It seeks to contribute in general to the improvement of curriculum design and science teacher education. The perspective to be taken on board is that to teach science is to have a philosophical frame of mind-about the subject, about education, about one's personal teacher identity.
Rethinking Science Education
ISBN: 9781623967147 bzw. 1623967147, in Englisch, Information Age Publishing, neu.
This book presents a "philosophy of science education" as a research field as well as its value for curriculum, instruction and teacher pedagogy. It seeks to re-think science education as an educational endeavour by examining why past reform efforts have been only partially successful, including why the fundamental goal of achieving scientific literacy after several "reform waves" has proven to be so elusive. The identity of such a philosophy is first defined in relation to the fields of philosophy, philosophy of science, and philosophy of education. It argues that educational theory can support teacher's pedagogical content knowledge and that history, philosophy and sociology of science should inform and influence pedagogy. Some case studies are provided which examine the nature of science and the nature of language to illustrate why and how a philosophy of science education contributes to science education reform. It seeks to contribute in general to the improvement of curriculum design and science teacher education. The perspective to be taken on board is that to teach science is to have a philosophical frame of mind-about the subject, about education, about one's personal teacher identity.
Rethinking Science Education
ISBN: 9781623967147 bzw. 1623967147, vermutlich in Englisch, neu, Erstausgabe.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
Rethinking Science Education: Philosophical Perspectives
ISBN: 9781623967147 bzw. 1623967147, in Englisch, Information Age Publishing, neu.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
Rethinking Science Education: Philosophical Perspectives
ISBN: 9781623967147 bzw. 1623967147, in Englisch, Information Age Publishing, Inc. Taschenbuch, neu.
Rethinking-Science-Education~~Roland-M-Schulz, Rethinking Science Education: Philosophical Perspectives, Paperback.