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Teaching science for understanding : a human constructivist view /
Science education has undergone a revolution in recent years, shifting its emphasis from breadth and memorization to depth and understanding. Teaching Science for Understanding begins with an overview of the changes in science education. It then presents a review of each major instructional strategy...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
San Diego, CA :
Academic Press,
�1998.
|
| Colección: | Educational psychology.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Teaching science for understanding : |b a human constructivist view / |c edited by Joel J. Mintzes, James H. Wandersee, Joseph D. Novak. |
| 260 | |a San Diego, CA : |b Academic Press, |c �1998. | ||
| 300 | |a 1 online resource (360 pages) | ||
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| 490 | 1 | |a Educational psychology series | |
| 520 | |a Science education has undergone a revolution in recent years, shifting its emphasis from breadth and memorization to depth and understanding. Teaching Science for Understanding begins with an overview of the changes in science education. It then presents a review of each major instructional strategy, information about how it is best used, and the effectiveness of the strategies for understanding and retention of information. The book presents the main strategies used to achieve this depth of understanding, including the use of computer simulations, small laboratories, and journal writing, and it discusses how to use each strategy at the elementary, secondary, and college level. * Presents an overview of changes in science education * Discusses both teaching and learning strategies for better understanding * Covers strategies for use at elementary, secondary, and college levels of teaching * Reviews specialized teaching methods including computer simulations, small labs, and journal writing. | ||
| 505 | 0 | |a Theoretical and Empirical Foundations of Human Constructivism: -- J.D. Novak, The Pursuit of a Dream: Education Can Be Improved. -- J.J. Mintzes and J.H. Wandersee, Reform and Innovation in Science Teaching: A Human Constructivist View. -- J.J. Mintzes and J.H. Wandersee, Research in Science Teaching and Learning: A Human Constructivist View. -- Theory-Driven Intervention Strategies: -- J.E. Trowbridge and J.H. Wandersee, Theory-Driven Graphic Organizers. -- R.F. Gunstone and I.J. Mitchell, Metacognition and Conceptual Change. -- J. Nussbaum, History and Philosophy of Science and the Preparation for Constructivist Teaching: The Case of Particle Theory. -- Z.R. Dagher, The Case for Analogies in Teaching Science for Understanding. -- R. Good and C. Berger, The Computer as a Powerful Tool for Understanding Science. -- M.W. Spitulnik, C. Zembal-Saul, and J.S. Krajcik, Using Hypermedia to Represent Emerging Student Understanding: Science Learners and Preservice Teachers. -- M.G. Jones and G. Carter, Small Groups and Shared Constructions. -- J.H. Wandersee and L.M. Roach, Interactive Historical Vignettes. -- E. Abrams, Talking and Doing Science: Important Elements in a Teaching-for-Understanding Approach. -- Epilogue: J.J. Mintzes, J.H. Wandersee, and J.D. Novak, Epilogue: Meaningful Learning, Knowledge Restructuring, and Conceptual Change: On Ways of Teaching Science for Understanding. | |
| 505 | 0 | 0 | |t Pursuit of a dream / |r Joseph D. Novak -- |t Reform and innovation in science teaching ; |t Research in science teaching and learning / |r Joel J. Mintzes and James H. Wandersee -- |t Theory-driven graphic organizers / |r John E. Trowbridge and James H. Wandersee -- |t Metacognition and conceptual change / |r Richard F. Gunstone and Ian J. Mitchell -- |t History and philosophy of science and the preparation for constructivist teaching / |r Joseph Nussbaum -- |t Case for analogies in teaching science for understanding / |r Zoubeida R. Dagher -- |t Computer as a powerful tool for understanding science / |r Ron Good and Carl Berger -- |t Using hypermedia to represent emerging student understanding / |r Michele Wisnudel Spitulnik, Carla Zembal-Saul, and Joseph S. Krajcik -- |t Small groups and shared constructions / |r M. Gail Jones and Glenda Carter -- |t Interactive Historical Vignettes / |r James H. Wandersee and Linda M. Roach -- |t Talking and doing science / |r Eleanor Abrams. |
| 588 | 0 | |a Print version record. | |
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| 776 | 0 | 8 | |i Print version: |t Teaching science for understanding. |d San Diego, CA : Academic Press, �1998 |z 012498360X |z 9780124983601 |w (DLC) 97080819 |w (OCoLC)38549606 |
| 776 | 0 | 8 | |i Online version: |t Teaching science for understanding. |d San Diego, CA : Academic Press, �1998 |w (OCoLC)762093705 |
| 830 | 0 | |a Educational psychology. | |
| 856 | 4 | 0 | |u https://sciencedirect.uam.elogim.com/science/book/9780124983601 |z Texto completo |