Teaching and learning science : towards a personalized approach

著者

書誌事項

Teaching and learning science : towards a personalized approach

Derek Hodson

Open University Press, 1998

  • : hbk
  • : pbk

大学図書館所蔵 件 / 全15件

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注記

Includes bibliographical references and index

内容説明・目次

巻冊次

: pbk ISBN 9780335201150

内容説明

This book extends and unifies recent debate and research about science education in several disparate fields, including philosophy of science, cognitive psychology and motivation theory. Through an approach based on the personalization of learning and the politicization of the curriculum and classroom, it shows how the complex goal of critical scientific literacy can be achieved by all students, including those who traditionally underachieve in science or opt out of science education at the earliest opportunity. Current thinking in situated cognition and learning through apprenticeship are employed to build a sociocultural learning model based on a vigorous learning community, in which the teacher acts as facilitator, co-learner and anthropologist. Later chapters describe how these theoretical arguments can be translated into effective classroom practice through a coherent inquiry-oriented pedagogy, involving a much more critical and wide-ranging use of hands-on and language-based learning than is usual in science education.

目次

In pursuit of scientific literacy Towards a personalized science The significance of prior knowledge in science and learning Constructivist approaches to teaching and learning science The paradox of constructivism Prioritizing the affective Exploring some social dimensions of learning Science education as enculturation Problems of assimilation and exclusion Authenticity in science and learning Walking the line enculturation without assimilation Exploring and developing personal understanding through practical work Exploring and developing personal understanding through language Making it work the role of the teacher Index.
巻冊次

: hbk ISBN 9780335201167

内容説明

This text aims to extend and unify late-1990s debate and research about science education in several disparate fields, including philosophy of science, cognitive psychology and motivation theory. Through an approach based upon the personalization of learning and the politicization of the curriculum and classroom, the text asserts that the complex goal of critical scientific literacy can be achieved by all students, including those who traditionally underachieve in science or opt out of science education at the earliest opportunity.

目次

  • In pursuit of scientific literacy
  • towards a personalized science
  • the significance of prior knowledge in science and learning
  • constructivist approaches to teaching and learning science
  • the paradox of constructivism
  • prioritizing the affective
  • exploring some social dimensions of learning
  • science education as enculturation
  • problems of assimilation and exclusion
  • authenticity in science and learning
  • walking the line - enculturation without assimilation
  • exploring and developing personal understanding through practical work
  • exploring and developing personal understanding through language
  • making it work - the role of the teacher.

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