Teaching science /

Science education has undergone far-reaching changes in the last fifty years. The articles collected together in this reader examine how we have reached our present consensus and what theories we now use to explain how children learn science. The central sections of the reader examine how all this c...

Full description

Saved in:
Bibliographic Details
Other Authors: Levinson, Ralph, 1951-
Format: eBook
Language:English
Published: London ; New York : Routledge in association with the Open University, 1994.
Series:Open University Postgraduate Certificate in Education (Series)
Subjects:
Online Access:CONNECT
CONNECT
LEADER 07285cam a2200745Ma 4500
001 mig00005420647
003 OCoLC
005 20210517050414.6
006 m o d
007 cr cn|||||||||
008 930401s1994 enka ob 001 0 eng d
019 |a 61255109  |a 276935655  |a 559923448  |a 647395833  |a 756532604  |a 767089329  |a 770829902  |a 872058214  |a 888457089  |a 936907767  |a 961639008  |a 962600772  |a 966102366  |a 988524037  |a 992029038  |a 1037789830  |a 1038643358  |a 1045532786  |a 1058660123  |a 1062922843  |a 1086446379  |a 1108927671  |a 1110261231  |a 1113131010  |a 1153481418  |a 1228538713 
020 |a 0203990374 
020 |a 9780203990377 
020 |a 0415102537 
020 |a 9780415102537 
020 |a 1138176877 
020 |a 9781138176874 
020 |a 1134851669 
020 |a 9781134851669 
020 |a 1280175648 
020 |a 9781280175640 
020 |a 9786610175642 
020 |a 6610175640 
020 |a 1134851650 
020 |a 9781134851652 
020 |a 9781134851614  |q (e-book ;  |q Mobi) 
020 |a 1134851618 
035 |a (OCoLC)70728582  |z (OCoLC)61255109  |z (OCoLC)276935655  |z (OCoLC)559923448  |z (OCoLC)647395833  |z (OCoLC)756532604  |z (OCoLC)767089329  |z (OCoLC)770829902  |z (OCoLC)872058214  |z (OCoLC)888457089  |z (OCoLC)936907767  |z (OCoLC)961639008  |z (OCoLC)962600772  |z (OCoLC)966102366  |z (OCoLC)988524037  |z (OCoLC)992029038  |z (OCoLC)1037789830  |z (OCoLC)1038643358  |z (OCoLC)1045532786  |z (OCoLC)1058660123  |z (OCoLC)1062922843  |z (OCoLC)1086446379  |z (OCoLC)1108927671  |z (OCoLC)1110261231  |z (OCoLC)1113131010  |z (OCoLC)1153481418  |z (OCoLC)1228538713 
035 0 0 |a ocm00000001wrldshrocm70728582 
040 |a REDDC  |b eng  |e pn  |c REDDC  |d OCLCG  |d OCLCQ  |d N$T  |d YDXCP  |d CAI  |d IDEBK  |d OCLCQ  |d MERUC  |d CCO  |d E7B  |d OCLCQ  |d DKDLA  |d OCLCQ  |d OCLCF  |d OCLCO  |d OCLCQ  |d TYFRS  |d DEBSZ  |d OCLCQ  |d EBLCP  |d AZK  |d JBG  |d LOA  |d COCUF  |d AGLDB  |d MOR  |d PIFBR  |d ZCU  |d OCLCQ  |d U3W  |d STF  |d WRM  |d VTS  |d ICG  |d INT  |d NRAMU  |d VT2  |d OCLCQ  |d AU@  |d OCLCQ  |d WYU  |d DKC  |d OCLCQ  |d UKAHL  |d OCLCQ  |d HS0  |d UWK  |d OCLCQ  |d K6U  |d OCLCO  |d UKBTH  |d LEAUB  |d UKCRE  |d YDX  |d OCLCQ 
049 |a TXMM 
050 4 |a Q181.3  |b .T43 1994eb 
082 0 4 |a 507/.1/2  |2 20 
245 0 0 |a Teaching science /  |c edited by Ralph Levinson. 
260 |a London ;  |a New York :  |b Routledge in association with the Open University,  |c 1994. 
300 |a 1 online resource (vi, 215 pages) :  |b illustrations 
336 |a text  |b txt  |2 rdacontent 
337 |a computer  |b c  |2 rdamedia 
338 |a online resource  |b cr  |2 rdacarrier 
347 |a data file 
490 1 |a The Open University Postgraduate Certificate of Education 
504 |a Includes bibliographical references and index. 
588 0 |a Print version record. 
505 0 |a Book Cover; Half-Title; Title; Copyright; Contents; Foreword; Introduction; Chapter 1 The laboratory comes of age; EARLY SCIENCE TEACHING; ARMSTRONG AND THE DAWN OF DISCOVERY; THE NATURALIST MOVEMENT IN EDUCATION; THE PHILOSOPHY OF COMMON SENSE; TRAINING THE FACULTIES; CHANGING TIMES; AFTER THE WAR; THE NEW MOVEMENTS IN BRITAIN AND THE UNITED STATES; TIME FOR REVIEW; NOTES; Chapter 2 Why the science curriculum changes Evolution or social control?; THE FORMS OF KNOWLEDGE; SOCIALLY CONSTRUCTED KNOWLEDGE; SOCIAL CONTROL; THE SCIENCE OF COMMON THINGS; THE EMERGENCE OF PURE SCIENCE. 
505 8 |a THE CURRENT SITUATIONNOTES; Chapter 3 The fallacy of induction in science teaching; NOTES; Chapter 4 Teaching about electric circuits A constructivist approach; DIFFICULTIES WITH ELECTRICITY; A CONSTRUCTIVIST APPROACH; Eliciting; Planning; Classroom activities; Evaluation; MANAGING THE LEARNING PROCESS; NOTES; Chapter 5 Pause for thought; NOTES; Chapter 6 Well, Mary, what are they saying here?; PRACTICAL WORK REVISITED; 'WORD WORK' FOR THE EXTRACTION OF IDEAS; SCIENCE LESSONS AS APPRECIATION OF IDEAS; STATEMENT 1; STATEMENT 2; TYPES OF INTERPRETIVE ACTIVITY; KINDS OF RESOURCE MATERIAL. 
505 8 |a MAINTAINING THE LEARNER'S FREEDOMSUPPORT FOR THE INTERPRETIVE WRITER; SOCIAL AND EMOTIONAL CLIMATE; NOTES; Chapter 7 Group discussions in the classroom; DISCUSSION FOR PRACTICAL WORK; DISCUSSION FOR THE INTERPRETATION OF RESULTS; Pupil discussion in groups; DISCUSSION FOR UNDERSTANDING SCIENCE-BASED SOCIAL ISSUES; Discussion within gaming and simulation; Discussing controversial issues in small groups; VALUES, KNOWLEDGE AND UNDERSTANDING; CONCLUSION; NOTES; General; Chapter 8 Chemical compositions; Chapter 9 A variety of methods; LEARNING BY DISCUSSION; NOTE. 
505 8 |a Chapter 10 Developing pupils' skillsINTRODUCTION; WHAT ARE INTELLECTUAL SKILLS?; Discrimination; Classing; Rules; WHAT ARE COGNITIVE SKILLS?; WHAT CAN WE DO TO HELP PUPILS TO DEVELOP COGNITIVE SKILLS?; Classroom strategies for developing cognitive skills; WHAT ARE MOTOR SKILLS?; HOW CAN MOTOR SKILLS BE DEVELOPED?; DEVELOPING STUDY SKILLS; Making summaries; Organising work; Taking notes; Understanding and memorising new concepts; Researching information; NOTES; Chapter 11 Something to mop up with; HOW TO RECOGNISE A GOOD DAY; NOTES; Chapter 12 Assessing and evaluating in science education. 
505 8 |a INTRODUCTION: WHY ASSESS?AN OVERVIEW OF NATIONAL ASSESSMENT SYSTEMS; 11-16; Assessment post-16; PRINCIPLES OF EFFECTIVE ASSESSMENT; Starting from aims and objectives; Using an assessment instrument which is appropriate for the purpose; Managing effective assessment; Sensible record keeping; EVALUATION; REFERENCES; Chapter 13 Gender differences in pupils' reactions to practical work; INTRODUCTION; GENDER DIFFERENCES IN ACHIEVEMENT-THE INTERNATIONAL SCENE; DIFFERENCES IN EXPERIENCE; DIFFERENCES IN WAYS OF EXPERIENCING; DIFFERENCES IN PROBLEM PERCEPTION; PUPIL-FRIENDLY PRACTICAL WORK?; SUMMARY. 
520 |a Science education has undergone far-reaching changes in the last fifty years. The articles collected together in this reader examine how we have reached our present consensus and what theories we now use to explain how children learn science. The central sections of the reader examine how all this can be translated into effective and stimulating teaching, how learning can be most accurately and fairly assessed and how the impact of gender, ethnicity and other factors on children's performance can be addressed in methods of teaching which make science accessible to all. The articles in the fina. 
546 |a English. 
590 |a EBSCO eBook Academic Comprehensive Collection North America 
650 0 |a Education. 
650 0 |a Science  |x Study and teaching (Secondary) 
700 1 |a Levinson, Ralph,  |d 1951- 
730 0 |a WORLDSHARE SUB RECORDS 
776 0 8 |i Print version:  |t Teaching science.  |d London ; New York : Routledge in association with the Open University, 1994  |w (DLC) 93017467 
830 0 |a Open University Postgraduate Certificate in Education (Series) 
856 4 0 |u https://ezproxy.mtsu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=137354  |z CONNECT  |3 EBSCO  |t 0 
907 |a 4696808  |b 05-21-21  |c 07-04-20 
998 |a wi  |b 05-21-21  |c m  |d z   |e -  |f eng  |g enk  |h 0  |i 2 
994 |a 92  |b TXM 
999 f f |i 44918cb3-6f5c-4c3b-9df2-63c63e3e72d1  |s d971c7e7-7518-4d70-b718-6cd2ff2f9765  |t 0 
952 f f |t 1  |e Q181.3 .T43 1994eb  |h Library of Congress classification 
856 4 0 |3 EBSCO  |t 0  |u https://ezproxy.mtsu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=137354  |z CONNECT