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eBay-Artikelnr.:376367482349
Artikelmerkmale
- Artikelzustand
- Gut
- Hinweise des Verkäufers
- Binding
- Paperback
- Book Title
- Analysing Exemplary Science Teaching
- Weight
- 1 lbs
- Product Group
- Book
- IsTextBook
- Yes
- ISBN
- 9780335213115
Über dieses Produkt
Product Identifiers
Publisher
Mcgraw-Hill Education
ISBN-10
0335213111
ISBN-13
9780335213115
eBay Product ID (ePID)
30976770
Product Key Features
Number of Pages
272 Pages
Language
English
Publication Name
Analysing Exemplary Science Teaching
Publication Year
2004
Subject
Study & Teaching, Cognitive Psychology & Cognition, Teaching Methods & Materials / Science & Technology
Type
Textbook
Subject Area
Education, Science, Psychology
Format
Trade Paperback
Dimensions
Item Height
0.6 in
Item Weight
16.7 Oz
Item Length
9.4 in
Item Width
6.7 in
Additional Product Features
Intended Audience
Scholarly & Professional
Dewey Edition
22
Illustrated
Yes
Dewey Decimal
507.1
Table Of Content
List of contributors Foreword: Exemplary practice as exemplary research William F. McComas General Preface Acknowledgements INTRODUCTION: Creating possibilities Steve Alsop, Erminia Pedretti and Larry Bencze PART 1: Accounts of Exemplary practice Account 1: Kidney function and dysfunction: enhancing an understanding of science and the impact on society Keith Hicks Account 2: Episodes in physics George Alex Przywolnik Account 3: Recollections of organic chemistry Josie Ellis Account 4: The science class of tomorrow? Richard Rennie and Kim Edwards Account 5: Science with a human touch: historical vignettes in the teaching and learning of scienceKaren Kettle Account 6: Exploring the nature of science: re-interpreting Burgess Shale fossils Katherine Bellomo Account 7: Motivating the unmotivated: relevance and empowerment through a town hall debate Susan A. Yoon Account 8: Mentoring students towards independent scientific inquiry Alex Corry Account 9: Learning to do science Gabriel Ayyavoo, Vivien Tzau and Desmond Ngai Account 10: Practice drives theory: An integrated approach in technological education James Johnston PART 2: Account Analysis Analysis 1: Challenging traditional views of the nature of science and scientific inquiryDerek Hodson Analysis 2: Developing arguments Sibel Erduran and Jonathan Osborne Analysis 3:STSE Education: principles and practices Erminia Pedretti Analysis 4:Conceptual development Keith Taber Analysis 5:Problem-based, contextualised learning Ann Marie Hill and Howard Smith Analysis 6:Motivational beliefs and classroom contextual factors: exploring affect in accounts of exemplary practiceSteve Alsop Analysis 7:Instructional technologies, technocentrism and science education Jim Hewitt Analysis 8:Reading accounts: central themes in science teachers' descriptions of exemplary teaching practice John Wallace Analysis 9:Equity in science teaching and learning: the inclusive science curriculumLeonie Rennie Analysis 10:School science for/against social justice Larry Bencze PART 3: Possibilities, accounts, hypertext and theoretical lenses Reflection 1:Voices and viewpoints: what have we learned about exemplary science teaching? Erminia Pedretti, Larry Bencze and Steve Alsop Reflection 2:Integrating educational resources into school science praxis Larry Bencze, Steve Alsop and Erminia Pedretti References Index
Synopsis
"I read lots of books in which science education researchers tell science teachers how to teach. This book, refreshingly, is written the other way round.We read a number of accounts by outstanding science and technology teachers of how they use new approaches to teaching to motivate their students and maximise their learning. These accounts are then followed by some excellentanalyses from leading academics. I learnt a lot from reading this book." Professor Michael Reiss, Institute of Education, University of London "Provides an important new twist on one of the enduring problems of case-based learning... This is a book that deserves careful reading and re-reading, threading back and forwards from the immediate and practical images of excellence in the teachers' cases to the comprehensive andscholarly analyses in the researchers' thematic chapters." Professor William Louden, Edith Cowan University, Australia Through a celebration of teaching and research, this book explores exemplary practice in science education and fuses educational theory and classroom practice inunique ways. Analysing Exemplary Science Teaching brings together twelve academics, ten innovativeteachers and three exceptional students in a conversation about teaching and learning.Teachers and students describe some of their most noteworthy classroom practice,whilst scholars of international standing use educational theory to discuss, define andanalyse the documented classroom practice. Classroom experiences are directly linked with theory by a series of annotatedcomments. This distinctive web-like structure enables the reader to actively movebetween practice and theory, reading about classroom innovation and then theorizingabout the basis and potential of this teaching approach. Providing an international perspective, the special lessons described and analysed aredrawn from middle and secondary schools in the UK, Canada and Australia. This bookis an invaluable resource for preservice and inservice teacher education, as well as forgraduate studies. It is of interest to a broad spectrum of individuals, including trainingteachers, teachers, researchers, administrators and curriculum coordinators in scienceand technology education., Analysing Exemplary Science Teaching is a text that seeks to combine educational theory and practice through analysis of a series of teachers descriptions of exemplary science lessons., ""I read lots of books in which science education researchers tell science teachers how to teach. This book, refreshingly, is written the other way round. We read a number of accounts by outstanding science and technology teachers of how they use new approaches to teaching to motivate their students and maximise their learning. These accounts are then followed by some excellent analyses from leading academics. I learnt a lot from reading this book." Professor Michael Reiss, Institute of Education, University of London "Provides an important new twist on one of the enduring problems of case-based learning... This is a book that deserves careful reading and re-reading, threading back and forwards from the immediate and practical images of excellence in the teachers' cases to the comprehensive and scholarly analyses in the researchers' thematic chapters." Professor William Louden, Edith Cowan University, Australia" Through a celebration of teaching and research, this book explores exemplary practice in science education and fuses educational theory and classroom practice in unique ways. "Analysing Exemplary Science Teaching" brings together twelve academics, ten innovative teachers and three exceptional students in a conversation about teaching and learning. Teachers and students describe some of their most noteworthy classroom practice, whilst scholars of international standing use educational theory to discuss, define and analyse the documented classroom practice. Classroom experiences are directly linked with theory by a series of annotated comments. This distinctive web-like structure enables the reader to actively move between practice and theory, reading about classroom innovation and then theorizing about the basis and potential of this teaching approach. Providing an international perspective, the special lessons described and analysed are drawn from middle and secondary schools in the UK, Canada and Australia. This book is an invaluable resource for preservice and inservice teacher education, as well as for graduate studies. It is of interest to a broad spectrum of individuals, including training teachers, teachers, researchers, administrators and curriculum coordinators in science and technology education.
LC Classification Number
Q181
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