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Showing 1 - 4 of 4 matches in All Departments
Doing Science is unique in seeking to make explicit the links between science education and science studies. These fields of study and their respective academic communities, whilst appearing to have many potential points of contact, remain surprisingly separate, with little apparent recognition of the relevance to the interests of each of the work done within the other tradition. Presenting detailed accounts of current research, the book highlights the significance of modern science studies for classroom practice and, conversely, the importance of the classroom and teaching laboratory as a context for science studies. The thread which runs through the collection as a whole is children 's experience of doing science and the image of science which learners pick up along with the science knowledge, understanding and skills they require.
In many countries, questions are being raised about the quality and
value of educational research, and whether educational practice can
ever draw upon research evidence as productively as in fields such
as medicine. This book explores the relationship between research
and practice in education, using the case of science education as
an example. It looks at the extent to which current practice could
be said to be informed by knowledge or ideas generated by research
- and at the extent to which the use of current practices or the
adoption of new ones are, or could be, supported by research
evidence - and so be said to be evidence-based. The issues
considered are not specific to science, but apply to the teaching
and learning of any curriculum subject.
Doing Science is unique in seeking to make explicit the links between science education and science studies. These fields of study and their respective academic communities, whilst appearing to have many potential points of contact, remain surprisingly separate, with little apparent recognition of the relevance to the interests of each of the work done within the other tradition. Presenting detailed accounts of current research, the book highlights the significance of modern science studies for classroom practice and, conversely, the importance of the classroom and teaching laboratory as a context for science studies. The thread which runs through the collection as a whole is children s experience of doing science and the image of science which learners pick up along with the science knowledge, understanding and skills they require.
In many countries, questions are being raised about the quality and
value of educational research, and whether educational practice can
ever draw upon research evidence as productively as in fields such
as medicine. This book explores the relationship between research
and practice in education, using the case of science education as
an example. It looks at the extent to which current practice could
be said to be informed by knowledge or ideas generated by research
- and at the extent to which the use of current practices or the
adoption of new ones are, or could be, supported by research
evidence - and so be said to be evidence-based. The issues
considered are not specific to science, but apply to the teaching
and learning of any curriculum subject.
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