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Starting Science ... Again? : Making Progress in Science Learning.
The structure [of this book] encourages active participation via reflective activity boxes which further allows for the engagement and consolidation of ideas. Evidence based research is cited resulting in the author suggesting a number of practical activities to encourage progression and continuity...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London :
Sage Publications,
2008.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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|---|---|---|---|
| 001 | EBOOKCENTRAL_ocn638860770 | ||
| 003 | OCoLC | ||
| 005 | 20240329122006.0 | ||
| 006 | m o d | ||
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| 008 | 100607s2008 enk o 000 0 eng d | ||
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| 020 | |a 9780857026965 |q (electronic bk.) | ||
| 020 | |a 0857026968 |q (electronic bk.) | ||
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| 035 | |a (OCoLC)638860770 | ||
| 050 | 4 | |a Q183.4.G7B73 2008 | |
| 082 | 0 | 4 | |a 507.1 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Braund, Martin. | |
| 245 | 1 | 0 | |a Starting Science ... Again? : |b Making Progress in Science Learning. |
| 260 | |a London : |b Sage Publications, |c 2008. | ||
| 300 | |a 1 online resource (185 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 505 | 0 | |a Cover; Contents; Preface: A Tale of Two Entrants; Acknowledgements; Introduction; 1Progression and Continuity in Learning Science; 2 Moving up but Why Don't They Always Move on?; 3 Moving to the Big School:Part 1 Children's Voices; 4 Moving to the Big School:Part 2 Teachers' Voices; 5 Bridging the Divide: Part 1; 6 Bridging the Divide:Part 2 Science Bridging Units; 7 Beyond Bridging; 8 In the Know: Using Assessment and Recording to Improve Transfer in Science; 9 Sharing Practice; 10 Better Progression and Continuity in Science:Implications for Practice; Glossary; References. | |
| 505 | 8 | |a Useful WebsitesIndex. | |
| 520 | |a The structure [of this book] encourages active participation via reflective activity boxes which further allows for the engagement and consolidation of ideas. Evidence based research is cited resulting in the author suggesting a number of practical activities to encourage progression and continuity in science' - ESCalate. Why do pupils' learning and motivation slow down markedly as they move from primary to secondary school? Why is this situation worse in science than in any other curriculum subject? This book combines reports of and reflection on best practice in improving progression and con. | ||
| 588 | 0 | |a Print version record. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Science |x Study and teaching (Secondary) |z Great Britain. | |
| 650 | 6 | |a Sciences |x Étude et enseignement (Secondaire) |z Grande-Bretagne. | |
| 650 | 7 | |a Science |x Study and teaching (Secondary) |2 fast | |
| 651 | 7 | |a Great Britain |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJdmp7p3cx8hpmJ8HvmTpP | |
| 776 | 1 | |z 9781847870094 | |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=537790 |z Texto completo |
| 938 | |a Askews and Holts Library Services |b ASKH |n AH15187097 | ||
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL537790 | ||
| 938 | |a YBP Library Services |b YANK |n 10929287 | ||
| 994 | |a 92 |b IZTAP | ||