2012, ISBN: 9789400733350

Kartoniert, 120 Seiten, 235mm x 155mm x 7mm, Sprache(n): eng Provides a thorough review of theoretical and research literature Draws explicit connections between research and practice L… Meer...

Kartoniert, 120 Seiten, 235mm x 155mm x 7mm, Sprache(n): eng Provides a thorough review of theoretical and research literature Draws explicit connections between research and practice Links mathematics and science learning, and reading, in unique ways Written by experts in mathematics, science and reading education Applies cognitive psychology to practical pedagogy Places visualization in a historical context Analyzes paper-, computer- and video-based visualizationsScience education at school level worldwide faces three perennial problems that have become more pressing of late. These are to a considerable extent interwoven with concerns about the entire school curriculum and its reception by students. The rst problem is the increasing intellectual isolation of science from the other subjects in the school curriculum. Science is too often still taught didactically as a collection of pre-determined truths about which there can be no dispute. As a con- quence, many students do not feel any ¿ownership¿ of these ideas. Most other school subjects do somewhat better in these regards. For example, in language classes, s- dents suggest different interpretations of a text and then debate the relative merits of the cases being put forward. Moreover, ideas that are of use in science are presented to students elsewhere and then re-taught, often using different terminology, in s- ence. For example, algebra is taught in terms of ¿x, y, z¿ in mathematics classes, but students are later unable to see the relevance of that to the meaning of the universal gas laws in physics, where ¿p, v, t¿ are used. The result is that students are c- fused and too often alienated, leading to their failure to achieve that ¿extraction of an education from a scheme of instruction¿ which Jerome Bruner thought so highly desirable. Versandkostenfreie Lieferung mathematicseducation, ScienceEducation, Visualisation<

2012, ISBN: 9400733356

[EAN: 9789400733350], Neubuch, [SC: 0.0], [PU: Springer Netherlands], MATHEMATICSEDUCATION; SCIENCEEDUCATION; VISUALISATION, Druck auf Anfrage Neuware - Science education at school level … Meer...

[EAN: 9789400733350], Neubuch, [SC: 0.0], [PU: Springer Netherlands], MATHEMATICSEDUCATION; SCIENCEEDUCATION; VISUALISATION, Druck auf Anfrage Neuware - Science education at school level worldwide faces three perennial problems that have become more pressing of late. These are to a considerable extent interwoven with concerns about the entire school curriculum and its reception by students. The rst problem is the increasing intellectual isolation of science from the other subjects in the school curriculum. Science is too often still taught didactically as a collection of pre-determined truths about which there can be no dispute. As a con- quence, many students do not feel any 'ownership' of these ideas. Most other school subjects do somewhat better in these regards. For example, in language classes, s- dents suggest different interpretations of a text and then debate the relative merits of the cases being put forward. Moreover, ideas that are of use in science are presented to students elsewhere and then re-taught, often using different terminology, in s- ence. For example, algebra is taught in terms of 'x, y, z' in mathematics classes, but students are later unable to see the relevance of that to the meaning of the universal gas laws in physics, where 'p, v, t' are used. The result is that students are c- fused and too often alienated, leading to their failure to achieve that 'extraction of an education from a scheme of instruction' which Jerome Bruner thought so highly desirable. 120 pp. Englisch, Books<

2012, ISBN: 9789400733350

[ED: Taschenbuch], [PU: Springer Netherland], Science education at school level worldwide faces three perennial problems that have become more pressing of late. These are to a considerabl… Meer...

[ED: Taschenbuch], [PU: Springer Netherland], Science education at school level worldwide faces three perennial problems that have become more pressing of late. These are to a considerable extent interwoven with concerns about the entire school curriculum and its reception by students. The rst problem is the increasing intellectual isolation of science from the other subjects in the school curriculum. Science is too often still taught didactically as a collection of pre-determined truths about which there can be no dispute. As a con- quence, many students do not feel any ¿ownership¿ of these ideas. Most other school subjects do somewhat better in these regards. For example, in language classes, s- dents suggest different interpretations of a text and then debate the relative merits of the cases being put forward. Moreover, ideas that are of use in science are presented to students elsewhere and then re-taught, often using different terminology, in s- ence. For example, algebra is taught in terms of ¿x, y, z¿ in mathematics..., DE, [SC: 0.00], Neuware, gewerbliches Angebot, 120, [GW: 195g], 2010, Banküberweisung, PayPal, [CT: Sonstiges / Sonstiges]<

2012, ISBN: 9400733356

2010 Kartoniert / Broschiert Naturwissenschaften, allgemein, mathematicseducation; ScienceEducation; Visualisation, met couverture 11, [PU:Springer Netherlands; Springer Netherland]

2012, ISBN: 9789400733350

Buch, Softcover, 2010 ed. [PU: Springer], Springer, 2012