9781402018527 - higher order thinking in science classrooms: students’ learning and teachers’ professional development (contemporary trends and issues in science education, band 22) von zohar, anat (2 Ergebnisse)
Sprache: Englisch
Verlag: Springer, 2004
Serie: Contemporary Trends and Issues in Science Education, Buch 1 von 40. Buch 1 von 40 - Contemporary Trends and Issues in Science Education
- Hardcover
Anbieter: Ria Christie Collections, Uxbridge, Vereinigtes KönigreichRia Christie Collections
Verkäufer/-in kontaktierenVerkäufer/-in mit 5 SternenZustand: Neu
EUR 116,82
EUR 14,02 VersandVersand von Vereinigtes Königreich nach USAAnzahl: Mehr als 20 verfügbar
Zustand: New. In.
Sprache: Englisch
Verlag: Springer Netherlands, Springer Netherlands, 2004
Serie: Contemporary Trends and Issues in Science Education, Buch 1 von 40. Buch 1 von 40 - Contemporary Trends and Issues in Science Education
- Hardcover
Anbieter: AHA-BUCH GmbH, Einbeck, DeutschlandAHA-BUCH GmbH
Verkäufer/-in kontaktierenVerkäufer/-in mit 5 SternenZustand: Neu
EUR 114,36
EUR 62,86 VersandVersand von Deutschland nach USAAnzahl: 1 verfügbar
Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - How can educators bridge the gap between 'big' ideas about teaching students to think and educational practice This book addresses this question by a unique combination of theory, field experience and elaborate educational research. Its basic idea is to loo…k at science instruction with regard to two sets of explicit goals: one set refers to teaching science concepts and the second set refers to teaching higher order thinking.This book tells about how thinking can be taught not only in the rare and unique conditions that are so typical of affluent experimental educational projects but also in the less privileged but much more common conditions of educational practice that most schools have to endure. It provides empirical evidence showing that students from all academic levels actually improve their thinking and their scientific knowledge following the thinking curricula, and discusses specific means for teaching higher order thinking to students with low academic achievements. The second part of the book addresses issues that pertain to teachers' professional development and to their knowledge and beliefs regarding the teaching of higher order thinking. This book is intended for a very large audience: researchers (including graduate students), curricular designers, practicing and pre-service teachers, college students, teacher educators and those interested in educational reform. Although the book is primarily about the development of thinking in science classrooms, most of it chapters may be of interest to educators from all disciplines.
