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International Handbook Of Science Education Part One Volume Two
US $300.00
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“Book looks new but listing "Like New" due to few small details.”
Like new
A book that looks new but has been read. Cover has no visible wear, and the dust jacket (if applicable) is included for hard covers. No missing or damaged pages, no creases or tears, and no underlining/highlighting of text or writing in the margins. May be very minimal identifying marks on the inside cover. Very minimal wear and tear. See the seller’s listing for full details and description of any imperfections.
- Buy It NowInternational Handbook Of Science Education Part One Volume Two
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Located in: Harrisonburg, Virginia, United States
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eBay item number:114930204424
Item specifics
- Condition
- Like new
- Seller notes
- “Book looks new but listing "Like New" due to few small details.”
- Book Title
- International Handbook Of Science Education
- Subject
- Science
- ISBN
- 9780792335313
About this product
Product Identifiers
Publisher
Springer Netherlands
ISBN-10
0792335317
ISBN-13
9780792335313
eBay Product ID (ePID)
891838
Product Key Features
Number of Pages
Xxx, 1271 Pages
Publication Name
International Handbook of Science Education
Language
English
Subject
Study & Teaching, General, Philosophy, Theory & Social Aspects
Publication Year
1998
Type
Textbook
Subject Area
Education, Science
Series
Springer International Handbooks of Education Ser.
Format
Hardcover
Dimensions
Item Weight
81.8 Oz
Item Length
9.3 in
Item Width
6.1 in
Additional Product Features
Intended Audience
Scholarly & Professional
LCCN
97-037815
Dewey Edition
21
Series Volume Number
2
Number of Volumes
2 vols.
Illustrated
Yes
Dewey Decimal
507
Table Of Content
Section 1: Learning. Editors: R. Duit, D.F. Treagust.1.1. Learning in Science: From Behaviourism Towards Social Constructivism and Beyond; R. Duit, D.F. Treagust. 1.2. New Perspectives on Language in Science; C. Sutton. 1.3. Cultural Aspects of Learning Science; W.W. Cobern, G.S. Aikenhead. 1.4. Learning Science Through Models and Modelling; J.K. Gilbert, C.J. Boulter. 1.5. Learning About Science Teaching: Perspectives From an Action Research Project; P.H. Scott, R.H. Driver. 1.6. Scientific Inquiry Within Reach of Young Children; K.E. Metz. 1.7. Theories of Knowledge Acquisition; C.A. Chinn, W.F. Brewer. 1.8. The Epistemology of Students: The 'Thingified' Nature of Scientific Knowledge; J. Désautels, M. Larochelle.Section 2: Teaching. Editor: K. Tobin.2.1. Issues and Trends in the Teaching of Science; K. Tobin. 2.2. A View of Quality in Teaching; J.R. Baird. 2.3. Teaching and Learning as Everyday Activity; W.-M. Roth. 2.4. Teaching for Understanding in Pre-Secondary Science; W. Harlen. 2.5. Teaching for Conceptual Change; P.W. Hewson, et al. 2.6. The Role of Routine Problem Tasks in Science Teaching; P. Hobden. 2.7. The Complexity of Chemistry and Implications for Teaching; D. Gabel. 2.8. The School Science Laboratory: Historical Perspectives and Contexts for Contemporary Teaching; V.N. Lunetta.Section 3: Educational Technology. Editor: M.C. Linn.3.1. The Impact of Technology on Science Instruction: HistoricalTrends and Current Opportunities; M.C. Linn. 3.2. Computer Microworlds and Scientific Inquiry: An Alternative Approach to Science Education; B.Y. White. 3.3. Realising Authentic Science Learning through the Adaptation of Scientific Practice; D.C. Edelson. 3.4. Can Technology Bring Students Closer to Science? N. Butler Songer. 3.5. Problem-Based MacroContexts in Science Instruction: Design Issues and Applications; R.D. Sherwood, et al. 3.6. Using Technology to Support Students' Artefact Construction in Science; M. Wisnudel Spitulnik, et al. 3.7. Integration of Experimenting and Modelling by Advanced Educational Technology: Examples from Nuclear Physics; H.P. Schecker. 3.8. Where You Want IT, When You Want IT: The Role of Portable Computers in Science Education; A.E. McFarlane, Y. Friedler.Section 4: Curriculum. Editor: J. van den Akker.4.1. The Science Curriculum: Between Ideals and Outcomes; J. van den Akker. 4.2. Cooperative Learning in the Science Curriculum; R. Lazarowitz, R. Hertz-Lazarowitz. 4.3. Curriculum Change in Science: Riding the Waves of Reform; J. Wallace, W. Louden. 4.4. Science Curriculum: Transforming Goals to Practices; R.W. Bybee, N. Ben-Zvi. 4.5. Integrated Science and Mathematics Education: Evolution and Implications of a Theoretical Model; D.F. Berlin, A.L. White. 4.6. The Learning Cycle Approach as a Strategy for Instruction in Science; M.R. Abraham.Section 5: Learning Environments. Editor: B. Fraser.5.1. Science Learning Environments: Assessment, Effects and D
Synopsis
The field of science education has been developing for over half a century and has flourished especially during the previous few decades. It is timely and fitting now that the International Handbook of Science Education should be assembled to synthesise and reconceptualise past research and theorising in science education, provide practical implications for improving science education, and suggest desir- able ways to advance the field in the future. This Handbook provides a detailed and up-to-date overview of advanced international scholarship in science education. This two-volume, 72-chapter, 1,200+-page work is the largest and most comprehensive resource ever produced in science education for use by researchers, teacher educators, policy-makers, advis- ers, teachers and graduate students. In structuring the Handbook, we divided the field of science education into the following ten significant areas: - Learning - Teaching - Educational Technology - Curriculum - Learning Environments - Teacher Education - Assessment and Evaluation - Equity - History and Philosophy of Science - Research Methods To each section, we appointed a 'section coordinator', who is a leading international scholar in that particular area and who assisted us in identifying authors and top- ics for a section and in evaluating drafts of chapters and suggesting improve- ments., The field of science education has been developing for over half a century and has flourished especially during the previous few decades. It is timely and fitting now that the International Handbook of Science Education should be assembled to synthesise and reconceptualise past research and theorising in science education, provide practical implications for improving science education, and suggest desir able ways to advance the field in the future. This Handbook provides a detailed and up-to-date overview of advanced international scholarship in science education. This two-volume, 72-chapter, 1,200+-page work is the largest and most comprehensive resource ever produced in science education for use by researchers, teacher educators, policy-makers, advis ers, teachers and graduate students. In structuring the Handbook, we divided the field of science education into the following ten significant areas: * Learning * Teaching * Educational Technology * Curriculum * Learning Environments * Teacher Education * Assessment and Evaluation * Equity * History and Philosophy of Science * Research Methods To each section, we appointed a 'section coordinator', who is a leading international scholar in that particular area and who assisted us in identifying authors and top ics for a section and in evaluating drafts of chapters and suggesting improve ments.
LC Classification Number
Q181-183.4
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