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043 _ae------
049 _aBAUN_MERKEZ
050 4 _aQ183.4.E85
_bS35 2012
072 7 _aSCI
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_2bisacsh
082 0 4 _223
245 0 0 _aScience education research and practice in Europe
_h[electronic resource] :
_bretrospective and prospective /
_cedited by Doris Jorde, Justin Dillon.
264 1 _aRotterdam ;
_aBoston :
_bSensePublishers,
_c[2012]
264 4 _c©2012
300 _a1 online resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _adata file
_2rda
490 1 _aCultural perpectives in science education. Distinguished contributors ;
_vv. 5
505 0 _tScience Education Research and Practice in Europe
_tACKNOWLEDGEMENTS
_tCONTENTS
_t1. SCIENCE EDUCATION RESEARCH AND PRACTICEIN EUROPE: RETROSPECTIVE AND PROSPECTIVE
_tINTRODUCTION
_tWHAT COUNTS AS EUROPE?
_tA RETROSPECTIVE LOOK AT SCIENCE EDUCATION IN EUROPE
_tEngland: An Example of the Development of Science Education in Europe
_tRESEARCH IN SCIENCE EDUCATION IN EUROPE
_tPOLICY TEXTS AND THE NATURE OF SCIENCE EDUCATION
_tSCIENCE EDUCATION RESEARCH AND DEVELOPMENT IN THE EU
_tREFERENCES
_tAFFILIATIONS
_t2. THE MODEL OF EDUCATIONAL RECONSTRUCTION
_t-- A FRAMEWORK FOR IMPROVING TEACHING AND LEARNING SCIENCE.
_tOVERVIEWON THE INTERRDISCIPLINARRY NATURE OFF SCIENCE EDDUCATION
_tTRADITIONS OF SCIENCE EDUCATION RESEARCH
_tTHE GERMAN TRADITION OF BILDUNG AND DIDAKTIK
_tTHE MODEL OF EDUCATIONAL RECONSTRUCTION
_tIntroductory Remarks
_tEpistemological Orientation
_tOverview of the Model
_tComponent (1): Clarification and Analysis of Science Content
_tComponent (2): Research on Teaching and Learning
_tComponent (3): Design and Evaluation of Teaching and Learning Environments
_tThe Recursive Process of Educational Reconstruction
_tThe Model of Educational Reconstruction and Other Models of Instructional Design.
_tCONCLUSIONS
_t-- ON THE ROLE OF THE MODEL OF EDUCATIONALThe Model of Educational Reconstruction as a Framework for Science Education Research
_tConceptual Reconstruction
_tThe Model of Educational Reconstruction as a Model for Teacher Professional Development
_tThe Model of Educational Reconstruction for Teacher Education
_tCODA
_tNOTES
_tREFERENCES
_tAFFILIATIONS
_t3. TRANSCENDING SCIENCE: SCIENTIFIC LITERACY AND BILDUNG FOR THE 21ST CENTURY
_tOVERVIEW
_tINTRODUCTION
_tBildung
_tVision 1 and Vision 2
_tTranscending Science
_tTHE DIMENSION OF NORMATIVITY
_tMoral/ethical
_tPolitical
_tNorms
_tAesthetics.
_tTransformationTEACHING AND LEARNING SCIENCE AS ACTION
_tSituating Science in an Activity
_tThe Quest for Relevant Activities
_tA Pragmatist Interpretation
_tDeveloping Science Activities
_tLANGUAGE AND SCIENCE EDUCATIO
_tModes of Communication
_tLanguage Dimensions
_tCONCLUDING REMARKS
_tACKNOWLEDGEMENTS
_tREFERENCES
_t4. HOW RESEARCH ON STUDENTS' PROCESSES OF CONCEPT FORMATION CAN INFORM CURRICULUM DEVELOPMENT
_tABSTRACT
_tINTRODUCTION
_tA BRIEF CRITICAL DISCUSSION OF RESEARCH ON CONCEPTUAL CHANGE
_tTheoretical Descriptions of Concepts and Conceptual Change
_tConcepts
_tConceptual Change.
_tEmpirical Approaches towards Investigating Conceptual ChangeCONCLUSIONS
_tSAMPLE, PROCEDURES, AND METHODS
_tProcedures and Samples
_tMethods
_tEMPIRICAL RESULTS ON STUDENTS' PROCESSES OF CONCEPT FORMATIO
_tConceptual Qualities
_tFrom Conceptual Qualities to the Learning of Concepts
_tPhenomenon-Based and Model-Based Concepts
_tPHYSICS INSTRUCTION
_tMisconceptions and Demanding Science Concepts
_tMisconceptions as a Result of Generalization Over Classes of (Everyday) Phenomena
_tMisconceptions as a result of missing conceptions
_tWhy some science concepts are demanding
_tDesigning Instruction
_tSUMMARY.
520 _aEach volume in the 7-volume series The World of Science Education reviews research in a key region of the world. These regions include North America, South and Latin America, Asia, Australia and New Zealand, Europe, Arab States, and Sub-Saharan Africa. The focus of this Handbook is on science education in Europe. In producing this volume the editors have invited a range of authors to describe their research in the context of developments in the continent and further afield. In reading this book you are invited to consider the historical, social and political contexts that have driven developments in science education research over the years. A unique feature of science education in Europe is the impact of the European Union on research and development over many years. A growing number of multi-national projects have contributed to the establishment of a community of researchers increasingly accepting of methodological diversity. That is not to say that Europe is moving towards homogeneity, as this volume clearly shows.
590 _aeBooks on EBSCOhost
_bAll EBSCO eBooks
650 0 _aScience
_xStudy and teaching
_zEurope.
650 4 _aScience
_xResearch.
650 4 _aScience
_xStudy and teaching
_xResearch
_zEurope.
650 4 _aScience
_xStudy and teaching
_xResearch.
650 7 _aSCIENCE
_xStudy & Teaching.
_2bisacsh
650 7 _aEducation.
_2eclas
650 7 _aSciences sociales.
_2eclas
650 7 _aSciences humaines.
_2eclas
650 7 _aScience
_xStudy and teaching.
_2fast
651 7 _aEurope.
_2fast
655 4 _aElectronic books.
700 1 _aJorde, Doris.
700 1 _aDillon, Justin.
830 0 _aCultural perspectives in science education.
_pDistinguished contributors ;
_vv. 5.
856 4 0 _uhttp://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=532530
776 0 8 _iPrint version:
_aJorde, Doris.
_tScience Education Research and Practice in Europe : Retrospective and Prospective.
_dDordrecht : Springer, ©1900
942 _2lcc
_cEKT
999 _c41114
_d41114