2012, ISBN: 9400731590

[EAN: 9789400731592], Neubuch, [SC: 0.0], [PU: Springer Netherlands], PHYSICALSCIENCE; SEPARATION; ELECTRICITY; HIGHEREDUCATION; LEARNING; SCIENCEEDUCATION; TEACHEREDUCATION, Druck auf An… More...

[EAN: 9789400731592], Neubuch, [SC: 0.0], [PU: Springer Netherlands], PHYSICALSCIENCE; SEPARATION; ELECTRICITY; HIGHEREDUCATION; LEARNING; SCIENCEEDUCATION; TEACHEREDUCATION, Druck auf Anfrage Neuware -In the science classroom, there are some ideas that are as difficult for young students to grasp as they are for teachers to explain. Forces, electricity, light, and basic astronomy are all examples of conceptual domains that come into this category. How should a teacher teach them The authors of this monograph reject the traditional separation of subject and pedagogic knowledge. They believe that to develop effective teaching for meaningful learning in science, we must identify how teachers themselves interpret difficult ideas in science and, in particular, what supports their own learning in coming to a professional understanding of how to teach science concepts to young children. To do so, they analyzed trainee and practising teachers' responses to engaging with difficult ideas when learning science in higher education settings.The text demonstrates how professional insight emerges as teachers identify the elements that supported their understanding during their own learning. In this paradigm, professional awareness derives from the practitioner interrogating their own learning and identifying implications for their teaching of science. The book draws on a significant body of critically analysed empirical evidence collated and documented over a five-year period involving large numbers of trainee and practising teachers. It concludes that it is essential to 'problematize' subject knowledge, both for learner and teacher.The book's theoretical perspective draws on the field of cognitive psychology in learning. In particular, the role of metacognition and cognitive conflict in learning are examined and subsequently applied in a range of contexts. The work offers a unique and refreshing approach in addressing the important professional dimension of supporting teacher understanding of pedagogy and critically examines assumptions in contemporary debates about constructivism in science education. 212 pp. Englisch, Books<

2012, ISBN: 9789400731592

[ED: Softcover], [PU: Springer Netherlands], In the science classroom, there are some ideas that are as difficult for young students to grasp as they are for teachers to explain. Forces, … More...

[ED: Softcover], [PU: Springer Netherlands], In the science classroom, there are some ideas that are as difficult for young students to grasp as they are for teachers to explain. Forces, electricity, light, and basic astronomy are all examples of conceptual domains that come into this category. How should a teacher teach them? The authors of this monograph reject the traditional separation of subject and pedagogic knowledge. They believe that to develop effective teaching for meaningful learning in science, we must identify how teachers themselves interpret difficult ideas in science and, in particular, what supports their own learning in coming to a professional understanding of how to teach science concepts to young children. To do so, they analyzed trainee and practising teachers' responses to engaging with difficult ideas when learning science in higher education settings. The text demonstrates how professional insight emerges as teachers identify the elements that supported their understanding during their own learning. In this paradigm, professional awareness derives from the practitioner interrogating their own learning and identifying implications for their teaching of science. The book draws on a significant body of critically analysed empirical evidence collated and documented over a five-year period involving large numbers of trainee and practising teachers. It concludes that it is essential to 'problematize' subject knowledge, both for learner and teacher. The book's theoretical perspective draws on the field of cognitive psychology in learning. In particular, the role of metacognition and cognitive conflict in learning are examined and subsequently applied in a range of contexts. The work offers a unique and refreshing approach in addressing the important professional dimension of supporting teacher understanding of pedagogy and critically examines assumptions in contemporary debates about constructivism in science education. Repr. d. Ausg. v. 2010. 2012. XII, 197 p. 235 mm Versandfertig in 6-10 Tagen, DE, [SC: 0.00], Neuware, gewerbliches Angebot, Offene Rechnung (Vorkasse vorbehalten)<

2012, ISBN: 9789400731592

In the science classroom, there are some ideas that are as difficult for young students to grasp as they are for teachers to explain. Forces, electricity, light, and basic astronomy are a… More...

In the science classroom, there are some ideas that are as difficult for young students to grasp as they are for teachers to explain. Forces, electricity, light, and basic astronomy are all examples of conceptual domains that come into this category. How should a teacher teach them? The authors of this monograph reject the traditional separation of subject and pedagogic knowledge. They believe that to develop effective teaching for meaningful learning in science, we must identify how teachers themselves interpret difficult ideas in science and, in particular, what supports their own learning in coming to a professional understanding of how to teach science concepts to young children. To do so, they analyzed trainee and practising teachers&#8217; responses to engaging with difficult ideas when learning science in higher education settings. The text demonstrates how professional insight emerges as teachers identify the elements that supported their understanding during their own learning. In this paradigm, professional awareness derives from the practitioner interrogating their own learning and identifying implications for their teaching of science. The book draws on a significant body of critically analysed empirical evidence collated and documented over a five-year period involving large numbers of trainee and practising teachers. It concludes that it is essential to &#8216;problematize&#8217; subject knowledge, both for learner and teacher. The book&#8217;s theoretical perspective draws on the field of cognitive psychology in learning. In particular, the role of metacognition and cognitive conflict in learning are examined and subsequently applied in a range of contexts. The work offers a unique and refreshing approach in addressing the important professional dimension of supporting teacher understanding of pedagogy and critically examines assumptions in contemporary debates about constructivism in science education. Buch (fremdspr.) David Heywood#Joan Parker Taschenbuch, Springer Netherland, 04.05.2012, Springer Netherland, 2012<

2012, ISBN: 9400731590

[EAN: 9789400731592], Neubuch, [PU: Springer Netherlands], PHYSICALSCIENCE SEPARATION ELECTRICITY HIGHEREDUCATION LEARNING SCIENCEEDUCATION TEACHEREDUCATION PäDAGOGIK ERWACHSENENBILDUN… More...

[EAN: 9789400731592], Neubuch, [PU: Springer Netherlands], PHYSICALSCIENCE SEPARATION ELECTRICITY HIGHEREDUCATION LEARNING SCIENCEEDUCATION TEACHEREDUCATION PäDAGOGIK ERWACHSENENBILDUNG PHYSICAL SCIENCE HIGHER EDUCATION PEDAGOGY TEACHER FACHSPEZIFISCHER UNTERRICHT EDUC, Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung für Sie gedruckt. Provides a unique perspective on the pedagogy of physical science derived from researching teachers´ learningIdentifies the nature of explanation and learning i, Books<

2012, ISBN: 9789400731592

[ED: Kartoniert / Broschiert], [PU: Springer Netherlands], Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Provides a unique perspective o… More...

[ED: Kartoniert / Broschiert], [PU: Springer Netherlands], Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Provides a unique perspective on the pedagogy of physical science derived from researching teachers learningIdentifies the nature of explanation and learning i, DE, [SC: 0.00], Neuware, gewerbliches Angebot, Softcover, 197, [GW: 332g], Reprint der Ausgabe von 2010, Banküberweisung, PayPal<