9789048188154 - visualization in mathematics, reading and science education (models and modeling in science education, 5, band 5) von phillips, linda m.; norris, stephen p.; macnab, john s. (3 Ergebnisse)
Sprache: Englisch
Verlag: Dordrecht, Springer., 2009
Serie: Buch 5 von 12 - Models and Modeling in Science Education
- Hardcover
Anbieter: Universitätsbuchhandlung Herta Hold GmbH, Berlin, DeutschlandUniversitätsbuchhandlung Herta Hold GmbH
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XII, 107 p. Hardcover. Versand aus Deutschland / We dispatch from Germany via Air Mail. Einband bestoßen, daher Mängelexemplar gestempelt, sonst sehr guter Zustand. Imperfect copy due to slightly bumped cover, apart from this in very good condition. Stamped. Models and Modeling in Science Education, Vol. 5. Sprache: Englisch.
Sprache: Englisch
Verlag: Springer, 2010
Serie: Buch 5 von 12 - Models and Modeling in Science Education
- Hardcover
Anbieter: Ria Christie Collections, Uxbridge, Vereinigtes KönigreichRia Christie Collections
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Zustand: New. In.
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Sprache: Englisch
Verlag: Springer, Springer, 2010
Serie: Buch 5 von 12 - Models and Modeling in Science Education
- Hardcover
Anbieter: AHA-BUCH GmbH, Einbeck, DeutschlandAHA-BUCH GmbH
Verkäufer/-in kontaktierenVerkäufer/-in mit 5 SternenZustand: Neu
EUR 112,77
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Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Science education at school level worldwide faces three perennial problems that have become more pressing of late. These are to a considerable extent interwoven with concerns about the entire school curriculum and its reception by students. The rst problem…is the increasing intellectual isolation of science from the other subjects in the school curriculum. Science is too often still taught didactically as a collection of pre-determined truths about which there can be no dispute. As a con- quence, many students do not feel any 'ownership' of these ideas. Most other school subjects do somewhat better in these regards. For example, in language classes, s- dents suggest different interpretations of a text and then debate the relative merits of the cases being put forward. Moreover, ideas that are of use in science are presented to students elsewhere and then re-taught, often using different terminology, in s- ence. For example, algebra is taught in terms of 'x, y, z' in mathematics classes, but students are later unable to see the relevance of that to the meaning of the universal gas laws in physics, where 'p, v, t' are used. The result is that students are c- fused and too often alienated, leading to their failure to achieve that 'extraction of an education from a scheme of instruction' which Jerome Bruner thought so highly desirable.
