LEADER 00000cam a2200661Ka 4500
001 ocn823732016
003 OCoLC
005 20160527041551.6
006 m o d
007 cr cnu---unuuu
008 130109s2012 ne o 000 0 eng d
019 823722469
020 9789460919008|q(electronic book)
020 9460919006|q(electronic book)
020 |z9789460918988
020 |z9789460918995
024 7 10.1007/978-94-6091-900-8|2doi
035 (OCoLC)823732016|z(OCoLC)823722469
040 GW5XE|beng|epn|cGW5XE|dYDXCP|dCOO|dUMC|dN$T|dUMC|dCOD
|dIDEBK|dE7B|dSNK|dOCLCA|dCDX|dOCLCF|dBEDGE|dOCLCQ|dEBLCP
|dDEBSZ|dDEBBG|dOCLCQ|dOCLCO
043 e------
049 RIDW
050 4 Q183.4.E85|bS35 2012
072 7 SCI|x063000|2bisacsh
082 04 507.1/04|223
090 Q183.4.E85|bS35 2012
245 00 Science education research and practice in Europe :
|bretrospective and prospective /|cedited by Doris Jorde,
Justin Dillon.
264 1 Rotterdam ;|aBoston :|bSensePublishers,|c[2012]
264 4 |c©2012
300 1 online resource.
336 text|btxt|2rdacontent
337 computer|bc|2rdamedia
338 online resource|bcr|2rdacarrier
340 |gpolychrome|2rdacc
347 text file|2rdaft
490 1 Cultural perpectives in science education. Distinguished
contributors ;|vv. 5
505 0 Science Education Research and Practice in Europe;
ACKNOWLEDGEMENTS; CONTENTS; 1. SCIENCE EDUCATION RESEARCH
AND PRACTICEIN EUROPE: RETROSPECTIVE AND PROSPECTIVE;
INTRODUCTION; WHAT COUNTS AS EUROPE?; A RETROSPECTIVE LOOK
AT SCIENCE EDUCATION IN EUROPE; England: An Example of the
Development of Science Education in Europe; RESEARCH IN
SCIENCE EDUCATION IN EUROPE; POLICY TEXTS AND THE NATURE
OF SCIENCE EDUCATION; SCIENCE EDUCATION RESEARCH AND
DEVELOPMENT IN THE EU; REFERENCES; AFFILIATIONS; 2. THE
MODEL OF EDUCATIONAL RECONSTRUCTION -- A FRAMEWORK FOR
IMPROVING TEACHING AND LEARNING SCIENCE.
505 8 OVERVIEWON THE INTERRDISCIPLINARRY NATURE OFF SCIENCE
EDDUCATION; TRADITIONS OF SCIENCE EDUCATION RESEARCH; THE
GERMAN TRADITION OF BILDUNG AND DIDAKTIK; THE MODEL OF
EDUCATIONAL RECONSTRUCTION; Introductory Remarks;
Epistemological Orientation; Overview of the Model;
Component (1): Clarification and Analysis of Science
Content; Component (2): Research on Teaching and Learning;
Component (3): Design and Evaluation of Teaching and
Learning Environments; The Recursive Process of
Educational Reconstruction; The Model of Educational
Reconstruction and Other Models of Instructional Design.
505 8 CONCLUSIONS -- ON THE ROLE OF THE MODEL OF EDUCATIONALThe
Model of Educational Reconstruction as a Framework for
Science Education Research; Conceptual Reconstruction; The
Model of Educational Reconstruction as a Model for Teacher
Professional Development; The Model of Educational
Reconstruction for Teacher Education; CODA; NOTES;
REFERENCES; AFFILIATIONS; 3. TRANSCENDING SCIENCE:
SCIENTIFIC LITERACY AND BILDUNG FOR THE 21ST CENTURY;
OVERVIEW; INTRODUCTION; Bildung; Vision 1 and Vision 2;
Transcending Science; THE DIMENSION OF NORMATIVITY; Moral/
ethical; Political; Norms; Aesthetics.
505 8 TransformationTEACHING AND LEARNING SCIENCE AS ACTION;
Situating Science in an Activity; The Quest for Relevant
Activities; A Pragmatist Interpretation; Developing
Science Activities; LANGUAGE AND SCIENCE EDUCATION; Modes
of Communication; Language Dimensions; CONCLUDING REMARKS;
ACKNOWLEDGEMENTS; REFERENCES; 4. HOW RESEARCH ON STUDENTS'
PROCESSES OF CONCEPT FORMATION CAN INFORM CURRICULUM
DEVELOPMENT; ABSTRACT; INTRODUCTION; A BRIEF CRITICAL
DISCUSSION OF RESEARCH ON CONCEPTUAL CHANGE; Theoretical
Descriptions of Concepts and Conceptual Change; Concepts;
Conceptual Change.
505 8 Empirical Approaches towards Investigating Conceptual
ChangeCONCLUSIONS; SAMPLE, PROCEDURES, AND METHODS;
Procedures and Samples; Methods; EMPIRICAL RESULTS ON
STUDENTS' PROCESSES OF CONCEPT FORMATION; Conceptual
Qualities; From Conceptual Qualities to the Learning of
Concepts; Phenomenon-Based and Model-Based Concepts;
PHYSICS INSTRUCTION; Misconceptions and Demanding Science
Concepts; Misconceptions as a Result of Generalization
Over Classes of (Everyday) Phenomena; Misconceptions as a
result of missing conceptions; Why some science concepts
are demanding; Designing Instruction; SUMMARY.
520 Each volume in the 7-volume series The World of Science
Education reviews research in a key region of the world.
These regions include North America, South and Latin
America, Asia, Australia and New Zealand, Europe, Arab
States, and Sub-Saharan Africa. The focus of this Handbook
is on science education in Europe. In producing this
volume the editors have invited a range of authors to
describe their research in the context of developments in
the continent and further afield. In reading this book you
are invited to consider the historical, social and
political contexts that have driven developments in
science education research over the years. A unique
feature of science education in Europe is the impact of
the European Union on research and development over many
years. A growing number of multi-national projects have
contributed to the establishment of a community of
researchers increasingly accepting of methodological
diversity. That is not to say that Europe is moving
towards homogeneity, as this volume clearly shows.
590 eBooks on EBSCOhost|bEBSCO eBook Subscription Academic
Collection - North America
650 0 Science|xStudy and teaching|0https://id.loc.gov/
authorities/subjects/sh85118587|zEurope.|0https://
id.loc.gov/authorities/subjects/sh85045631-781
650 7 Science|xStudy and teaching.|2fast|0https://
id.worldcat.org/fast/1108387
651 7 Europe.|2fast|0https://id.worldcat.org/fast/1245064
653 4 Education.
655 4 Electronic books.
700 1 Jorde, Doris.|0https://id.loc.gov/authorities/names/
no2012141194
700 1 Dillon, Justin.|0https://id.loc.gov/authorities/names/
n95029823
776 08 |iPrint version:|aJorde, Doris.|tScience Education
Research and Practice in Europe : Retrospective and
Prospective.|dDordrecht : Springer, ©1900
830 0 Cultural perspectives in science education.|pDistinguished
contributors ;|0https://id.loc.gov/authorities/names/
no2010147018|vv. 5.
856 40 |uhttps://rider.idm.oclc.org/login?url=http://
search.ebscohost.com/login.aspx?direct=true&scope=site&
db=nlebk&AN=532530|zOnline eBook. Access restricted to
current Rider University students, faculty, and staff.
856 42 |3Instructions for reading/downloading this eBook|uhttp://
guides.rider.edu/ebooks/ebsco
901 MARCIVE 20231220
948 |d20160607|cEBSCO|tebscoebooksacademic|lridw
994 92|bRID
