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The Pedagogy of Physical Science - David Heywood, Joan Parker
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David Heywood, Joan Parker:

The Pedagogy of Physical Science - new book

12, ISBN: 9781402052712

ID: 203179781402052712

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 th 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. Study & Teaching, Other Sciences, The Pedagogy of Physical Science~~ David Heywood, Joan Parker~~Study & Teaching~~Other Sciences~~9781402052712, en, The Pedagogy of Physical Science, David Heywood, Joan Parker, 9781402052712, Springer, 12/16/2009, , , , Springer, 12/16/2009

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The Pedagogy of Physical Science - David Heywood#Joan Parker
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David Heywood#Joan Parker:

The Pedagogy of Physical Science - new book

ISBN: 9781402052712

ID: 125809132

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 books 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. In the science classroom, some ideas are as difficult for young students to grasp as they are for teachers to explain. This refreshing book provides a unique perspective on the pedagogy of physical science derived from researching teachers’ learning. eBook eBooks>Fachbücher>Physik & Astronomie, Springer Netherlands

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The Pedagogy of Physical Science - David Heywood#Joan Parker
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David Heywood#Joan Parker:
The Pedagogy of Physical Science - new book

ISBN: 9781402052712

ID: 8cae358f1bfe5573bc740bc8953f3b27

In the science classroom, some ideas are as difficult for young students to grasp as they are for teachers to explain. This refreshing book provides a unique perspective on the pedagogy of physical science derived from researching teachers’ learning. 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 books 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. eBooks / Fachbücher / Physik & Astronomie, Springer Netherlands

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The Pedagogy of Physical Science - David Heywood, Joan Parker
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David Heywood, Joan Parker:
The Pedagogy of Physical Science - new book

ISBN: 9781402052712

ID: 9781402052712

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 books 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.

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The Pedagogy of Physical Science - Heywood, David ; Parker, Joan
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Heywood, David ; Parker, Joan:
The Pedagogy of Physical Science - new book

2009, ISBN: 1402052715

ID: 9781402052712

In englischer Sprache. Verlag: Springer Netherland, In the science classroom, some ideas are as difficult for young students to grasp as they are for teachers to explain. This refreshing book provides a unique perspective on the pedagogy of physical science derived from researching teachers? learning. PC-PDF, 197 Seiten, XII Seiten, 197 Seiten, [GR: 9577 - Nonbooks, PBS / Pädagogik/Erwachsenenbildung], [SW: - Erwachsenenbildung, Fort- und Weiterbildung], [DRM: GB], [Ausgabe: 2010][PU:Springer Netherland], [PU: Springer]

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Details of the book
The Pedagogy of Physical Science
Author:

David Heywood;Joan Parker

Title:

The Pedagogy of Physical Science

ISBN:

1402052715

Details of the book - The Pedagogy of Physical Science


EAN (ISBN-13): 9781402052712
ISBN (ISBN-10): 1402052715
Publishing year: 2009
Publisher: Springer Netherland
197 Pages
Language: eng/Englisch

Book in our database since 17.10.2010 07:03:12
Book found last time on 21.08.2016 13:45:39
ISBN/EAN: 1402052715

ISBN - alternate spelling:
1-4020-5271-5, 978-1-4020-5271-2

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