9780792347040 - designing communities (contemporary trends and issues in science education, 3, band 3) von roth, w.- m. (4 Ergebnisse)
Sprache: Englisch
Verlag: Springer, 2008
Serie: Buch 23 von 40 - Contemporary Trends and Issues in Science Education
- Softcover
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Zustand: New. In.
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Sprache: Englisch
Verlag: Kluwer Academic Publishers, Netherlands, 1998
Serie: Buch 23 von 40 - Contemporary Trends and Issues in Science Education
- Softcover
- Erstausgabe
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Paperback. Zustand: Good. First Edition. 313 pages. Index. ".Yields a panorama of research findings having potential interest for educational researchers, policy makers, teacher educators and K-12 teachers." - from back cover. Frequent marginalia. Occasional underlining. Average wear. A sound working copy.
Sprache: Englisch
Verlag: Kluwer Academic Publishers, 2008
Serie: Buch 23 von 40 - Contemporary Trends and Issues in Science Education
- Softcover
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Zustand: New. Employs a set of theoretical frames to yield a panorama of research findings having interest for educational researchers, policy makers, teacher educators and K-12 teachers. This book shows that student learning is not only a result of individual sense-making efforts but involves interactions between living and art…ifactual components. Series: Contemporary Trends and Issues in Science Education. Num Pages: 336 pages, biography. BIC Classification: JNU; P. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 240 x 160 x 18. Weight in Grams: 483. . 1997. Softcover reprint of the original 1st ed. 1998. Paperback. . . . . Books ship from the US and Ireland.
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Sprache: Englisch
Verlag: Springer Netherlands, Springer Netherlands, 2008
Serie: Buch 23 von 40 - Contemporary Trends and Issues in Science Education
- Softcover
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Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - The study described in this book arose in the contextof a three-year collective effort to bring about change in science teaching at Mountain Elementary School. 1 This opportunity emerged after I contacted the school with the idea to help teachers imp…lement student-centered science teaching. At the same time, the teachers collectively had come to realize that their science teaching was not as exciting to children as it could be. They had recognized their own teaching as textbook-based with little use of the 'hands-on' approaches prescribed by the provincial curriculum. At this point, the teachers and I decided that a joint project would serve our mutual goals: they wanted assistance in changing from textbook-based approaches to student-centered activities; I wanted to collect data on learning in student-centered knowledge producing classroom communities. I brought to this school my new understandings about classroom communi ties from several earlier studies conducted in a private high school (e. g. , Roth & Bowen, 1995; Roth & Roychoudhury, 1992). I wanted to help teachers create science learning environments in which children took charge of their learning, where children learned from more competent others by participating with them in ongoing activities, and teachers were responsible for setting up and maintaining a classroom community rather than for dissem inating information. After I had completed the data collection for the present study, I watched a documentary about an elementary school in the small French village of Moussac (Envoye Special, TV5, September 14, 1994).
