ISBN: 9780792371298

1 Wolff Michael Roth & Derrick R. Lavoie2 1 2 University of Victoria, Virtual Institute for Learning Resources The current reform in science education requires a substantive change in how… Meer...

1 Wolff Michael Roth & Derrick R. Lavoie2 1 2 University of Victoria, Virtual Institute for Learning Resources The current reform in science education requires a substantive change in how science is taught. Implicit in this reform is an equally substantive change in professional devel- ment practices at all levels. (NRC, 1996,p. 56) In a continuously changing society, it is not surprising that education also undergoes continuous change. Science education is no exception, and perhaps changes are more rapid given the daily construction of new scientific knowledge. In such a c- mate of continuous change, the preparation of science teachers has to follow suit in order to be appropriate to the reforms that national organizations encourage. H- ever, whereas science teaching reform movements spawned recommendations of what teachers should know and be able to do in order for their students to concep- alize and process science (NSTA, 1997), they provide little guidance in terms of - the-classroom concrete implementation. Thus, while national science education organizations continue to refine their positions about teacher education, there is no mechanism for translating these positions and statements into science education courses that can improve the preparation and quality of p- service science teachers at both the elementary and secondary levels. (Yager & Penick, 1990. p. 670) It is therefore not surprising that there are voices that describe teacher prepa- tion as unsuccessful and as unresponsive to reform efforts (Schnur & Golby, 1995). Books > Reference and Language > Education and Teaching > Educational Theory > Curricula List_Books, [PU: Kluwer Academic Publishers]<

ISBN: 9780792371298

1 Wolff Michael Roth & Derrick R. Lavoie2 1 2 University of Victoria, Virtual Institute for Learning Resources The current reform in science education requires a substantive change in how… Meer...

1 Wolff Michael Roth & Derrick R. Lavoie2 1 2 University of Victoria, Virtual Institute for Learning Resources The current reform in science education requires a substantive change in how science is taught. Implicit in this reform is an equally substantive change in professional devel- ment practices at all levels. (NRC, 1996,p. 56) In a continuously changing society, it is not surprising that education also undergoes continuous change. Science education is no exception, and perhaps changes are more rapid given the daily construction of new scientific knowledge. In such a c- mate of continuous change, the preparation of science teachers has to follow suit in order to be appropriate to the reforms that national organizations encourage. H- ever, whereas science teaching reform movements spawned recommendations of what teachers should know and be able to do in order for their students to concep- alize and process science (NSTA, 1997), they provide little guidance in terms of - the-classroom concrete implementation. Thus, while national science education organizations continue to refine their positions about teacher education, there is no mechanism for translating these positions and statements into science education courses that can improve the preparation and quality of p- service science teachers at both the elementary and secondary levels. (Yager & Penick, 1990. p. 670) It is therefore not surprising that there are voices that describe teacher prepa- tion as unsuccessful and as unresponsive to reform efforts (Schnur & Golby, 1995). Books > Education & Teaching > Curricula & Lesson Planning List_Books, [PU: Kluwer Academic Publishers]<

ISBN: 9780792371298

1 Wolff Michael Roth & Derrick R. Lavoie² 1 2 University of Victoria, Virtual Institute for Learning Resources The current reform in science education requires a substantive change in ho… Meer...

1 Wolff Michael Roth & Derrick R. Lavoie² 1 2 University of Victoria, Virtual Institute for Learning Resources The current reform in science education requires a substantive change in how science is taught. Implicit in this reform is an equally substantive change in professional devel- ment practices at all levels. (NRC, 1996,p. 56) In a continuously changing society, it is not surprising that education also undergoes continuous change. Science education is no exception, and perhaps changes are more rapid given the daily construction of new scientific knowledge. In such a c- mate of continuous change, the preparation of science teachers has to follow suit in order to be appropriate to the reforms that national organizations encourage. H- ever, whereas science teaching reform movements spawned recommendations of what teachers should know and be able to do in order for their students to concep- alize and process science (NSTA, 1997), they provide little guidance in terms of - the-classroom concrete implementation. Thus, while national science education organizations continue to refine their positions about teacher education, there is no mechanism for translating these positions and statements into science education courses that can improve the preparation and quality of p- service science teachers at both the elementary and secondary levels. (Yager & Penick, 1990. p. 670) It is therefore not surprising that there are voices that describe teacher prepa- tion as unsuccessful and as unresponsive to reform efforts (Schnur & Golby, 1995). Books > Education Hard cover, Springer Shop<

2001, ISBN: 9780792371298

[ED: Gebunden], [PU: Springer Netherlands], Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. This unique, edited book is a must for science… Meer...

[ED: Gebunden], [PU: Springer Netherlands], Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. This unique, edited book is a must for science educators who desire to improve upon traditional methods for science teaching and learning. It provides backgroun, DE, [SC: 0.00], Neuware, gewerbliches Angebot, Hardcover, 227, [GW: 513g], 2002, Banküberweisung, PayPal, [CT: Englischsprachige Bücher / Sonstiges - Englisch]<

2001, ISBN: 9780792371298

Theory into Practice, 2002 ed., Hardcover, Buch, [PU: Springer]