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2010, ISBN: 9789048156313

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Research in Science Education - Past, Present, and Future Helga Behrendt Editor
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ISBN: 9789048156313

This truly international volume includes a selection of contributions to the Second Conference of the European Science Education Research Association (Kiel, Sept. 1999). It provides a sta… Meer...

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Research in Science Education — Past, Present, and Fu - Behrendt, Helga Dahncke, Helmut Duit, Reinders Graeber, Wolfgang Komorek, Michael Kross, Angela Reiska, Priit
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Behrendt, Helga Dahncke, Helmut Duit, Reinders Graeber, Wolfgang Komorek, Michael Kross, Angela Reiska, Priit:
Research in Science Education — Past, Present, and Fu - eerste uitgave

2010

ISBN: 9789048156313

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[ED: Kartoniert / Broschiert], [PU: Springer Netherlands], Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. This truly international volume… Meer...

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Helga Behrendt (Editor), Helmut Dahncke (Editor), Reinders Duit (Editor), Wolfgang Gräber (Editor), Michael Komorek (Editor), Angela Kross (Editor), Priit Reiska (Editor):
Research in Science Education - Past, Present, and Future - pocketboek

2010, ISBN: 9789048156313

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Behrendt, Helga (Editor), and Dahncke, Helmut (Editor), and Duit, Reinders (Editor):
Research in Science Education - Past, Present, and Future - pocketboek

2010, ISBN: 9789048156313

Paperback, New., 344 p. VIII, 344 p. Intended for professional and scholarly audience., Dordrecht, [PU: Springer]

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Research in Science Education - Past, Present, and Future Helga Behrendt Editor

This truly international volume includes a selection of contributions to the Second Conference of the European Science Education Research Association (Kiel, Sept. 1999). It provides a state-of-the-art examination of science education research in Europe, discusses views and visions of science education research, deals with research on scientific literacy, on students' and teachers' conceptions, on conceptual change, and on instructional media and lab work.

Gedetalleerde informatie over het boek. - Research in Science Education - Past, Present, and Future Helga Behrendt Editor


EAN (ISBN-13): 9789048156313
ISBN (ISBN-10): 9048156319
Gebonden uitgave
pocket book
Verschijningsjaar: 2010
Uitgever: Springer Netherlands Core >1 >T
352 Bladzijden
Gewicht: 0,532 kg
Taal: eng/Englisch

Boek bevindt zich in het datenbestand sinds 2011-05-27T14:18:15+02:00 (Amsterdam)
Detailpagina laatst gewijzigd op 2024-02-24T21:54:11+01:00 (Amsterdam)
ISBN/EAN: 9789048156313

ISBN - alternatieve schrijfwijzen:
90-481-5631-9, 978-90-481-5631-3
alternatieve schrijfwijzen en verwante zoekwoorden:
Auteur van het boek: 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
Titel van het boek: past and present, science past and, future past


Gegevens van de uitgever

Auteur: Helga Behrendt; Helmut Dahncke; Reinders Duit; Wolfgang Gräber; Michael Komorek; Angela Kross; Priit Reiska
Titel: Research in Science Education — Past, Present, and Future
Uitgeverij: Springer; Springer Netherland
344 Bladzijden
Verschijningsjaar: 2010-12-01
Dordrecht; NL
Gedrukt / Gemaakt in
Gewicht: 0,545 kg
Taal: Engels
106,99 € (DE)
109,99 € (AT)
118,00 CHF (CH)
POD
VIII, 344 p.

BC; Learning & Instruction; Hardcover, Softcover / Pädagogik/Schulpädagogik, Didaktik, Methodik; Pädagogische Psychologie; Verstehen; ESERA; European science education; Stereochemistry; evaluation; microbiology; science education; science education research; theory; learning and instruction; Science, Humanities and Social Sciences, multidisciplinary; Science Education; Teaching and Teacher Education; Educational Technology; Chemistry/Food Science, general; 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

Preface. Part 1: Views and Visions of Science Education Research. Science Education Researchers and Research in Transition: Issues and Policies; D. Psillos. Research in Science Education in Europe: Retrospect and Prospect; E.W. Jenkins. Science Content as Problematic - Issues for Research; P.J. Fensham. Science Education Versus Science in the Academy: Questions - Discussion - Perspectives; H. Dahncke, et al. Part 2: Scientific Literacy - Conceptions and Assessment. The Assessment of Scientific Literacy in the OECD/PISA Project; W. Harlen , et al. Scientific Literacy: From Theory to Practice; W. Gräber, et al. Making Formative Use of a National Summative Assessment Regime; T.J. Russell, L. McGuigan. A Comparison of STS-Teaching and Traditional Physics Lessons - On the Correlation of Physics Knowledge and Taking Action; H. Dahncke, et al. Part 3: Students' Conceptions. On the Quantum Thinking of Physics Undergraduates; G. Ireson. Experiences with a Modern Course in Quantum Physics; G. Pospiech. Learning Process Studies in the Field of Fractals; M. Komorek, et al. Students' Understandings of their Internal Structure as Revealed by Drawings; M.J. Reiss, S.D. Tunnicliffe. Personal Context and Continuity of Human Thought; Recurrent Themes in a Longitudinal Study of Pupils' Understanding of Scientific Phenomena; G. Helldén. Entities of the World and Causality in Children's Thinking; V. Spiliotopoulou, P. Alevizos. Using Media Reports of Science Research in Pupils' Evaluation of Evidence; M. Ratcliffe, P. Fullick. Pupils' Perceptions of Science Education at Primary and Secondary School; B. Campbell. Part 4: Teachers' Conceptions. Teacher Professionalism and Change: Developing aProfessional Self Through Reflective Assessment; M. Lang. Formative Assessment Using Concept Cartoons: Initial Teacher Training in the UK; B. Keogh, et al. Teaching Chemical Equilibrium in Australian and German Senior High Schools; D.F. Treagust, W. Gräber. The Ideas of Spanish Primary Teachers about How to Develop an Understanding of Processes in Science and their Support in Textbooks; S. García-Barros, et al. Pre-service Elementary Teachers Constructing the Nature and Language of Science; J.A. Craven, et al. Combining Knowledge of Physics and Chemistry in Teaching: The Behaviour of a Narrow Jet of Water in the Presence of Charged Insulators; L. Kyyrönen, M. Ahtee. Intuitive Rules: A Theory and Its Implications to Mathematics and Science Teacher Education; P. Tsamir, et al. Part 5: Conceptual Change &endash; Teaching and Learning Processes. Conceptual Change Research and the Teaching of Science; S. Vosniadou. Rhetoric and Science Education; I. Martins, et al. Development of Complexity through Dealing with Physical Qualities: One Type of Conceptual Change? S. von Aufschnaiter. On the Micro-Structure of Analogical Reasoning: The Case of Understanding Chaotic Systems; J. Wilbers, R. Duit. Role-playing, Conceptual Change, and the Learning Process: A Case Study of 7th Grade Pupils; P.-L. Lehtelä. Concept Mapping as a Tool for Research in Science Education; H. Fischler, et al. The Need for and the Role of Metacognition in Teaching and Learning the Particle Model; P. Buck, et al. Evolving Mental Models of Electric Circuits; M.S. Steinberg, J.J. Clement. Two Models for a Physical Situation: the Case of Optics. Students' Difficulties, Teachers' viewpoints and Guidelines for a `Didactic Structure'; P.

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