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Successful Science and Engineering Teaching | Theoretical and Learning Perspectives | Calvin S. Kalman | Buch | Innovation and Change in Professional Education | HC runder Rücken kaschiert | XIX - gebonden uitgave, pocketboek

2017, ISBN: 9783319661391

[ED: Gebunden], [PU: Springer International Publishing], The intent of this book is to describe how a professor can provide a learning environment that assists students in coming to grips… Meer...

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Successful Science and Engineering Teaching Theoretical and Learning Perspectives - gebonden uitgave, pocketboek

2017, ISBN: 3319661396

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Successful Science and Engineering Teaching: Theoretical and Learning Perspectives (Innovation and Change in Professional Education, 16, Band 16) - Kalman, Calvin S.
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Successful Science and Engineering Teaching: Theoretical and Learning Perspectives (Innovation and Change in Professional Education, 16, Band 16) - gebonden uitgave, pocketboek

2017

ISBN: 9783319661391

Springer, Gebundene Ausgabe, Auflage: 2nd ed. 2018, 290 Seiten, Publiziert: 2017-10-23T00:00:01Z, Produktgruppe: Buch, Hersteller-Nr.: 51 Illustrations, black and white; XIX, 1.34 kg, Bus… Meer...

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Kalman, Calvin S.:
Successful Science and Engineering Teaching: Theoretical and Learning Perspectives (Innovation and Change in Professional Education, 16, Band 16) - gebonden uitgave, pocketboek

2017, ISBN: 9783319661391

Springer, Gebundene Ausgabe, Auflage: 2nd ed. 2018, 290 Seiten, Publiziert: 2017-10-23T00:00:01Z, Produktgruppe: Buch, Hersteller-Nr.: 51 Illustrations, black and white; XIX, 1.34 kg, Bus… Meer...

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Successful Science and Engineering Teaching: Theoretical and Learning Perspectives (Innovation and Change in Professional Education, 16) - gebonden uitgave, pocketboek

2017, ISBN: 3319661396

[EAN: 9783319661391], Neubuch, [PU: Springer], Books

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Gedetalleerde informatie over het boek. - Successful Science and Engineering Teaching: Theoretical and Learning Perspectives (Innovation and Change in Professional Education, 16, Band 16)


EAN (ISBN-13): 9783319661391
ISBN (ISBN-10): 3319661396
Gebonden uitgave
Verschijningsjaar: 2018
Uitgever: Springer

Boek bevindt zich in het datenbestand sinds 2017-08-20T09:08:14+02:00 (Amsterdam)
Detailpagina laatst gewijzigd op 2023-11-16T17:49:59+01:00 (Amsterdam)
ISBN/EAN: 9783319661391

ISBN - alternatieve schrijfwijzen:
3-319-66139-6, 978-3-319-66139-1
alternatieve schrijfwijzen en verwante zoekwoorden:
Auteur van het boek: calvin, calv, kalman, calvi
Titel van het boek: engineer, teaching engineering, perspectives education, kalman


Gegevens van de uitgever

Auteur: Calvin S. Kalman
Titel: Innovation and Change in Professional Education; Successful Science and Engineering Teaching - Theoretical and Learning Perspectives
Uitgeverij: Springer; Springer International Publishing
271 Bladzijden
Verschijningsjaar: 2017-10-23
Cham; CH
Gedrukt / Gemaakt in
Gewicht: 0,606 kg
Taal: Engels
106,99 € (DE)
109,99 € (AT)
118,00 CHF (CH)
POD
XIX, 271 p. 51 illus.

BB; Science Education; Hardcover, Softcover / Pädagogik/Erwachsenenbildung; Fachspezifischer Unterricht; Verstehen; student-centered; Reflective Writing; epistomological beliefs; Qualitative Research on Reflective Writing; metacognitive practice; faculty self-development; writing-to-learn; conceptual conflict; inquiry-based; social contructivism; critical thinking; philosophy of science; learning and instruction; Study and Learning Skills; Mathematics Education; Teaching and Teacher Education; Learning & Instruction; Science Education; Study and Learning Skills; Mathematics Education; Teaching and Teacher Education; Instructional Psychology; Naturwissenschaften, allgemein; Lerntechniken; Mathematik; Lehrerausbildung; Pädagogische Psychologie; BC; EA; BC

The intent of this book is to describe how a professor can provide a learning environment that assists students in coming to grips with the nature of science and engineering, to understand science and engineering concepts, and to solve problems in science and engineering courses. The book is based upon articles published in Science Educational Research and which are grounded in educational research (both quantitative and qualitative) performed by the author over many years.

.- 10. Courses for Non-science Students.- 11. Computer Assisted Instruction. – 12. Summing Up.

Part I: How Students Learn Science Part II: Theoretical and Learning Perspectives Part III: Final Thoughts

This second edition goes beyond the question of whether or not a pedagogical technique is effective, towards more of a focus on answering the question of why a particular technique or class of techniques is effective. In particular it is shown that students’ epistemological beliefs could become more expert-like with a combination of appropriate instructional activities. The debate in the science education community between those who believe that students come in to the classroom with a theory about the subject which is different from that described by the teacher and their textbooks and those who feel that students’ knowledge consists of isolated structures is elaborated especially in the light of the work by M.J. Lattery. Discussion of the stages in epistemic development in students beginning with the Perry model and continuing through later developments is now included. In this edition there is a discussion of how an instructor can enable the student to resolve cognitive dissonance in the difficulties students have in transcending their misconceptions. The second edition includes research comparing Peer Instruction with the Conceptual Conflict Collaborative Group Activity that had been described in the first edition. Much better instructions are available for students on how to use Reflective Writing including a rubric that simplifies the marking of Reflective Writing.

Shows how students can resolve cognitive dissonance to transcend their misconceptions

Shows how a student can use Reflective Writing to begin to analyze material in the manner of the modern theory of hermeneutics

Offers ways of getting students to view science in terms of a coherent scientific framework and how we can get students to change the way they learn science



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