2010, ISBN: 9789048156313
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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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2010, ISBN: 9789048156313
pocketboek
[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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2010, ISBN: 9789048156313
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2010, ISBN: 9789048156313
Paperback, New., 344 p. VIII, 344 p. Intended for professional and scholarly audience., Dordrecht, [PU: Springer]
alibris.co.uk |
2010, ISBN: 9789048156313
pocketboek
[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...
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...
2010
ISBN: 9789048156313
pocketboek
[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...
2010, ISBN: 9789048156313
Springer, 2010-12-08. Paperback. Used:Good., Springer, 2010-12-08, 0
2010, ISBN: 9789048156313
Paperback, New., 344 p. VIII, 344 p. Intended for professional and scholarly audience., Dordrecht, [PU: Springer]
Bibliografische gegevens van het best passende boek
auteur: | |
Titel: | |
ISBN: |
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.Andere boeken die eventueel grote overeenkomsten met dit boek kunnen hebben:
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