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The Pedagogy of Physical Science (Hardcover, 2010 ed.)
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The Pedagogy of Physical Science (Hardcover, 2010 ed.)
Series: Contemporary Trends and Issues in Science Education, 38
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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.
General
Imprint: |
Springer-Verlag New York
|
Country of origin: |
United States |
Series: |
Contemporary Trends and Issues in Science Education, 38 |
Release date: |
February 2010 |
First published: |
February 2010 |
Authors: |
David Heywood
• Joan Parker
|
Dimensions: |
235 x 155 x 21mm (L x W x T) |
Format: |
Hardcover
|
Pages: |
197 |
Edition: |
2010 ed. |
ISBN-13: |
978-1-4020-5270-5 |
Categories: |
Books >
Science & Mathematics >
Physics >
General
|
LSN: |
1-4020-5270-7 |
Barcode: |
9781402052705 |
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