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The Professional Knowledge Base of Science Teaching / Deborah Corrigan (u. a.) / Buch / Englisch / 2011 / SPRINGER NATURE / EAN 9789048139262 - Corrigan, Deborah
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Corrigan, Deborah:

The Professional Knowledge Base of Science Teaching / Deborah Corrigan (u. a.) / Buch / Englisch / 2011 / SPRINGER NATURE / EAN 9789048139262 - gebonden uitgave, pocketboek

2011, ISBN: 9789048139262

[ED: Gebunden], [PU: SPRINGER NATURE], Over the past twenty years, much has been written about the knowledge bases thought necessary to teach science. Shulman has outlined seven knowledge… Meer...

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The Professional Knowledge Base of Science Teaching - Corrigan, Deborah (Herausgeber); Dillon, Justin (Herausgeber); Gunstone, Richard (Herausgeber)
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Corrigan, Deborah (Herausgeber); Dillon, Justin (Herausgeber); Gunstone, Richard (Herausgeber):

The Professional Knowledge Base of Science Teaching - gebonden uitgave, pocketboek

2011, ISBN: 9048139260

2011 Gebundene Ausgabe Science, EDUCATION / Teaching Methods & Materials / Science & Technology, EDUCATION / Professional Development, SCIENCE / Study & Teaching, Didaktische Kompetenz … Meer...

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The Professional Knowledge Base of Science Teaching - gebonden uitgave, pocketboek

2011

ISBN: 9789048139262

Springer, Gebundene Ausgabe, Auflage: 2011, 342 Seiten, Publiziert: 2011-03-11T00:00:01Z, Produktgruppe: Buch, Hersteller-Nr.: biography, 3.2 kg, Business & Karriere, Kategorien, Bücher, … Meer...

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The Professional Knowledge Base of Science Teaching - pocketboek

2011, ISBN: 9789048139262

*The Professional Knowledge Base of Science Teaching* - Auflage 2011 / gebundene Ausgabe für 107.49 € / Aus dem Bereich: Bücher, Wissenschaft, Pädagogik Medien > Bücher nein Buch (gebunde… Meer...

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The Professional Knowledge Base of Science Teaching
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The Professional Knowledge Base of Science Teaching - pocketboek

2011, ISBN: 9789048139262

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The Professional Knowledge Base of Science Teaching

Over the past twenty years, much has been written about the knowledge bases thought necessary to teach science. Shulman has outlined seven knowledge domains needed for teaching, and others, such as Tamir, have proposed somewhat similar domains of knowledge, specifically for science teachers. Aspects of this knowledge have changed because of shifts in curriculum thinking, and the current trends in science education have seen a sharp increase in the significance of the knowledge bases. The development of a standards-based approach to the quality of science teaching has become common in the Western world, and phrases such as "evidence-based practice" have been tossed around in the attempt to "measure" such quality. The Professional Knowledge Base of Science Teaching explores the knowledge bases considered necessary for science teaching. It brings together a number of researchers who have worked with science teachers, and they address what constitutes evidence of high quality science teaching, on what basis such evidence can be judged, and how such evidence reflects the knowledge basis of the modern day professional science teacher. This is the second book produced from the Monash University- King's College London International Centre for the Study of Science and Mathematics Curriculum. The first book presented a big picture of what science education might be like if values once again become central while this book explores what classroom practices may look like based on such a big picture.

Gedetalleerde informatie over het boek. - The Professional Knowledge Base of Science Teaching


EAN (ISBN-13): 9789048139262
ISBN (ISBN-10): 9048139260
Gebonden uitgave
pocket book
Verschijningsjaar: 2011
Uitgever: SPRINGER NATURE
326 Bladzijden
Gewicht: 0,661 kg
Taal: eng/Englisch

Boek bevindt zich in het datenbestand sinds 2007-09-14T00:49:07+02:00 (Amsterdam)
Detailpagina laatst gewijzigd op 2023-04-29T08:50:27+02:00 (Amsterdam)
ISBN/EAN: 9048139260

ISBN - alternatieve schrijfwijzen:
90-481-3926-0, 978-90-481-3926-2
alternatieve schrijfwijzen en verwante zoekwoorden:
Auteur van het boek: justin, gunston, gunstone, dillon, corrigan
Titel van het boek: base, whose science whose knowledge, the science, teaching, professional


Gegevens van de uitgever

Auteur: Deborah Corrigan; Justin Dillon; Richard Gunstone
Titel: The Professional Knowledge Base of Science Teaching
Uitgeverij: Springer; Springer Netherland
326 Bladzijden
Verschijningsjaar: 2011-03-11
Dordrecht; NL
Gedrukt / Gemaakt in
Gewicht: 1,450 kg
Taal: Engels
106,99 € (DE)
109,99 € (AT)
118,00 CHF (CH)
POD
XVI, 326 p.

BB; Science Education; Hardcover, Softcover / Pädagogik/Erwachsenenbildung; Fachspezifischer Unterricht; Verstehen; Bildung; Didaktik; Humanistic Science; Japanese school science; RIKA; Science for All; Science for Public Understanding; evidence-based practice; king's college london; knowledge base; knowledge bases; knowledge basis; knowledge domain; monash university; science education; science knowledge domains; science teaching; scientific literacy; Teaching and Teacher Education; Science Education; Teaching and Teacher Education; Naturwissenschaften, allgemein; Lehrerausbildung; BC; EA

Over the past twenty years, much has been written about the knowledge bases thought necessary to teach science. Shulman has outlined seven knowledge domains needed for teaching, and others, such as Tamir, have proposed somewhat similar domains of knowledge, specifically for science teachers. Aspects of this knowledge have changed because of shifts in curriculum thinking, and the current trends in science education have seen a sharp increase in the significance of the knowledge bases. The development of a standards-based approach to the quality of science teaching has become common in the Western world, and phrases such as “evidence-based practice” have been tossed around in the attempt to “measure” such quality. The Professional Knowledge Base of Science Teaching explores the knowledge bases considered necessary for science teaching. It brings together a number of researchers who have worked with science teachers, and they address what constitutes evidence of high quality science teaching, on what basis such evidence can be judged, and how such evidence reflects the knowledge basis of the modern day professional science teacher. This is the second book produced from the Monash University- King’s College London International Centre for the Study of Science and Mathematics Curriculum. The first book presented a big picture of what science education might be like if values once again become central while this book explores what classroom practices may look like based on such a big picture.

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