Gilmer penny (12 Ergebnisse)
- Softcover
- Erstausgabe
Anbieter: Arapiles Mountain Books - Mount of Alex, Castlemaine, VIC, AustralienArapiles Mountain Books - Mount of Alex
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Soft Cover. Zustand: F-. First Edition. 8vo. original printed paper wraps (a trifle rubbed and creased); pp. viii, 254 (last blank), with illustrations. A near fine copy.
- Softcover
Anbieter: AHA-BUCH GmbH, Einbeck, DeutschlandAHA-BUCH GmbH
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EUR 40,50
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Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book comes at a time when epistemological reform is sweeping through the global community of science education. Since the 1970s, the theories of knowing embodied in the teaching activities of school science teachers have been undergoing a major…transformation toward more learner-sensitive standpoints. But undergraduate science teaching, the breeding ground of teachers of school science, has remained largely teacher-centered in many lecture theaters and laboratories. Little wonder that newly graduated science teachers arrive in school science classrooms ill prepared to practice learner-sensitive teaching. Thus, the motivating force behind this book is to expedite the process of epistemological reform of undergraduate science teaching, to align it with the reform goals of the science education community. The knowledge gained from this unique collection of studies can be extended to science courses for all students, those going on directly into science, those planning to become K-12 teachers of science, and those in allied fields as well.
- Softcover
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Taschenbuch. Zustand: Neu. Transforming Undergraduate Science Teaching | Social Constructivist Perspectives | Peter Taylor (u. a.) | Taschenbuch | Englisch | 2002 | Peter Lang | EAN 9780820452937 | Verantwortliche Person für die EU: Zeitfracht Medien GmbH, Ferdinand-Jühlke-Str. 7, 99095 Erfurt, produktsicherheit[at]zeitfracht[do…t]de | Anbieter: preigu.
- Hardcover
Anbieter: Ria Christie Collections, Uxbridge, Vereinigtes KönigreichRia Christie Collections
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EUR 116,49
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Zustand: New. In.
- Softcover
Anbieter: Ria Christie Collections, Uxbridge, Vereinigtes KönigreichRia Christie Collections
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EUR 116,49
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Zustand: New. In.
- Softcover
Anbieter: Buchpark, Trebbin, DeutschlandBuchpark
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EUR 35,86
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Zustand: Sehr gut. Zustand: Sehr gut | Seiten: 262 | Sprache: Englisch | Produktart: Bücher | Keine Beschreibung verfügbar.
- Softcover
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EUR 92,27
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Zustand: New.
- Hardcover
Anbieter: Revaluation Books, Exeter, Vereinigtes KönigreichRevaluation Books
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EUR 151,92
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Hardcover. Zustand: Brand New. 160 pages. 9.25x6.25x0.75 inches. In Stock.
Weitere Bilder- Softcover
Anbieter: preigu, Osnabrück, Deutschlandpreigu
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EUR 95,25
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Taschenbuch. Zustand: Neu. Transforming University Biochemistry Teaching Using Collaborative Learning and Technology | Ready, Set, Action Research! | Penny J. Gilmer | Taschenbuch | xv | Englisch | 2014 | Springer | EAN 9789400796225 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg,…juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.
- Hardcover
Anbieter: AHA-BUCH GmbH, Einbeck, DeutschlandAHA-BUCH GmbH
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EUR 111,53
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Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - One aim of Gilmer's captivating text on university pedagogy is to show that biochemistry (or any science) does not consist solely of facts to be learned, but is a way of thinking about the world. Her purpose, both in this book and in her classroom, is to ma…ke her students into critical thinkers rather than passive learners. The chapters cast a critical eye over research into enhanced education techniques such as collaborative learning. Gilmer describes the action research she conducted in her own biochemistry undergraduate classroom into ways of improving the learning environment. She offers various perspectives on the make-up of her classroom, including an analysis of ethnographic data.The tools Gilmer employs as she hones her teaching skills include collaborative learning and technology. She views the classroom through various theoretical perspectives: social constructivism, cultural-historical activity theory, and a theory that involves the dialectic between the structure of the learning environment and the agency of the learners (a group among whom she includes herself). She provides a wealth of autobiographical detail as well as the results of her action research, which followed up on its original subjects after an interval of 11 years, to see what impact her course had on their professional growth. Above all, this volume is proof of what can be achieved in education when teachers are as interested in the process of learning as they are in their subject itself.
- Softcover
Anbieter: AHA-BUCH GmbH, Einbeck, DeutschlandAHA-BUCH GmbH
Verkäufer/-in kontaktierenVerkäufer/-in mit 5 SternenZustand: Neu
EUR 112,77
EUR 61,77 VersandVersand von Deutschland nach USAAnzahl: 1 verfügbar
Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - One aim of Gilmer's captivating text on university pedagogy is to show that biochemistry (or any science) does not consist solely of facts to be learned, but is a way of thinking about the world. Her purpose, both in this book and in her classroom, i…s to make her students into critical thinkers rather than passive learners. The chapters cast a critical eye over research into enhanced education techniques such as collaborative learning. Gilmer describes the action research she conducted in her own biochemistry undergraduate classroom into ways of improving the learning environment. She offers various perspectives on the make-up of her classroom, including an analysis of ethnographic data.The tools Gilmer employs as she hones her teaching skills include collaborative learning and technology. She views the classroom through various theoretical perspectives: social constructivism, cultural-historical activity theory, and a theory that involves the dialectic between the structure of the learning environment and the agency of the learners (a group among whom she includes herself). She provides a wealth of autobiographical detail as well as the results of her action research, which followed up on its original subjects after an interval of 11 years, to see what impact her course had on their professional growth. Above all, this volume is proof of what can be achieved in education when teachers are as interested in the process of learning as they are in their subject itself.
- Hardcover
Anbieter: Buchpark, Trebbin, DeutschlandBuchpark
Verkäufer/-in kontaktierenVerkäufer/-in mit 5 SternenZustand: Gebraucht - Sehr gut
EUR 73,09
EUR 105,00 VersandVersand von Deutschland nach USAAnzahl: 1 verfügbar
Zustand: Sehr gut. Zustand: Sehr gut | Sprache: Englisch | Produktart: Bücher | One aim of Gilmer¿s captivating text on university pedagogy is to show that biochemistry (or any science) does not consist solely of facts to be learned, but is a way of thinking about the world. Her purpose, both in this book and in her classroom, i…s to make her students into critical thinkers rather than passive learners. The chapters cast a critical eye over research into enhanced education techniques such as collaborative learning. Gilmer describes the action research she conducted in her own biochemistry undergraduate classroom into ways of improving the learning environment. She offers various perspectives on the make-up of her classroom, including an analysis of ethnographic data. The tools Gilmer employs as she hones her teaching skills include collaborative learning and technology. She views the classroom through various theoretical perspectives: social constructivism, cultural-historical activity theory, and a theory that involves the dialectic between the structure of the learning environment and the agency of the learners (a group among whom she includes herself). She provides a wealth of autobiographical detail as well as the results of her action research, which followed up on its original subjects after an interval of 11 years, to see what impact her course had on their professional growth. Above all, this volume is proof of what can be achieved in education when teachers are as interested in the process of learning as they are in their subject itself.
