Reconsidering Science Learning
ISBN 10: 0415328306 ISBN 13: 9780415328302
Verlag: Taylor & Francis, 2003
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Beschreibung
Beschreibung:
Patricia Murphy, Eileen Scanlon, Jeff Thomas, Elizabeth WhiteleggThis informative book looks at science learning in a wide range of contexts. It is divided into three parts. Part one deals with the arguments put forward for studying science, and incl. Bestandsnummer des Verkäufers 594634520
Inhaltsangabe:
This informative book looks at science learning in a wide range of contexts. It is divided into three parts. Part one deals with the arguments put forward for studying science, and includes a discussion on what science learners need to know about the nature of science and how decisions about what forms science curricula are made. Part two includes articles on the processes by which science is learned and part three deals with inclusivity and diversity in science learning and what widening participation means for science education.
This is a companion book to Mediating Science Learning through ICT also published by RoutledgeFalmer.
Reconsidering Science Learning will be of particular interest to teachers on masters courses in science education and academics with an interest in science education.
Über die Autorin bzw. den Autor: Patricia Murphy, Eileen Scanlon, Jeff Thomas, Elizabeth Whitelegg
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Bibliografische Details
Titel: Reconsidering Science Learning
Verlag: Taylor & Francis
Erscheinungsdatum: 2003
Einband: Gebunden
Zustand: New
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Reconsidering Science Learning
Verlag:
Taylor & Francis Ltd Nov 2003, 2003
ISBN 10: 0415328306
ISBN 13: 9780415328302
Neu
Hardcover
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Verkäuferbewertung 5 von 5 Sternen
Buch. Zustand: Neu. Neuware - This informative book looks at science learning in a wide range of contexts. It is divided into three parts. Part one deals with the arguments put forward for studying science, and includes a discussion on what science learners need to know about the nature of science and how decisions about what forms science curricula are made. Part two includes articles on the processes by which science is learned and part three deals with inclusivity and diversity in science learning and what widening participation means for science education.This is a companion book to Mediating Science Learning through ICT also published by RoutledgeFalmer.Reconsidering Science Learning will be of particular interest to teachers on masters courses in science education and academics with an interest in science education. Artikel-Nr. 9780415328302
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