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This book is based on presentations at the International Science
Education Conference (ISEC) 2014. It showcases a selection of the
best papers by researchers and science teachers from the
Asia-Pacific region, North America and the United Kingdom. Centered
on the theme of "Pushing the boundaries - Investing in our future",
they pursue new ways of helping learners appreciate the diversity
and changes in science that result from a globalised world facing
complex and diverse environmental and technological issues. The
chapters touch on various themes in science education that explore
and investigate issues of scientific literacy, societal challenges
and affect, and teacher professional development. Its comprehensive
themes make it a valuable textbook for graduate students of
master's and Ph.D. programs. It also appeals to pre-service and
in-service teachers as a resource on innovative pedagogical
practices and creative methods of professional development. With a
selection that emphasises the research-practice nexus in education
research, it serves as an introductory handbook for teachers to
connect with the current issues facing science education.
Lawyers may have a tendency to treat marriage as a strict legal
agreement between two parties with certain legal rules and terms
that must be followed. Though in some ways akin to a contract, the
institution of marriage goes far beyond contractual obligations. It
encompasses social, financial, and emotional bonds between both
parties.The law may seem daunting for many non-legally trained
individuals. This unique book, written from the perspective of
Singapore law, provides an insight into the impact the law will
have on him or her. It simplifies the labyrinth of legislation and
case law to allay fears, encourage an understanding of what
marriage entails, and flag out possible difficulties the reader may
face during the course of his or her relationship. The guide will
also showcase the rights and responsibilities that result from a
marriage.
This book is based on presentations at the International Science
Education Conference (ISEC) 2014. It showcases a selection of the
best papers by researchers and science teachers from the
Asia-Pacific region, North America and the United Kingdom. Centered
on the theme of "Pushing the boundaries - Investing in our future",
they pursue new ways of helping learners appreciate the diversity
and changes in science that result from a globalised world facing
complex and diverse environmental and technological issues. The
chapters touch on various themes in science education that explore
and investigate issues of scientific literacy, societal challenges
and affect, and teacher professional development. Its comprehensive
themes make it a valuable textbook for graduate students of
master's and Ph.D. programs. It also appeals to pre-service and
in-service teachers as a resource on innovative pedagogical
practices and creative methods of professional development. With a
selection that emphasises the research-practice nexus in education
research, it serves as an introductory handbook for teachers to
connect with the current issues facing science education.
This book arises from research conducted through Singapore’s
National Institute of Education on such topics as integrating
knowledge building pedagogies into Singaporean classrooms, with
both students and teachers across school levels, from primary
schools to high schools. Additionally, international scholars
contribute research on theories of knowledge creation,
methodological foundations of research on knowledge creation,
knowledge creation pedagogies in classrooms and knowledge creation
work involving educators. The book is organized in two sections.
Section A focuses on theoretical, technological and methodological
issues, where sources of justification for claims are predominantly
theories and extant literature, although empirical evidence is used
extensively in one chapter. Section B reports knowledge creation
practices in schools, with teachers, students or both; the key
sources of justification for claims are predominantly empirical
evidence and narratives of experience The editor asserts that
schools should focus on developing students’ capacity and
disposition in knowledge creation work; at the same time, leaders
and teachers alike should continue to develop their professional
knowledge as a community. In the knowledge building vernacular, the
chapters are knowledge artifacts – artifacts that not only
document the findings of the editors and authors, but that also
mediate future advancement in this area of research work. The
ultimate aim of the book is to inspire new ideas, and to illuminate
the path for researchers of similar interest in knowledge creation
in education.
This book arises from research conducted through Singapore's
National Institute of Education on such topics as integrating
knowledge building pedagogies into Singaporean classrooms, with
both students and teachers across school levels, from primary
schools to high schools. Additionally, international scholars
contribute research on theories of knowledge creation,
methodological foundations of research on knowledge creation,
knowledge creation pedagogies in classrooms and knowledge creation
work involving educators. The book is organized in two sections.
Section A focuses on theoretical, technological and methodological
issues, where sources of justification for claims are predominantly
theories and extant literature, although empirical evidence is used
extensively in one chapter. Section B reports knowledge creation
practices in schools, with teachers, students or both; the key
sources of justification for claims are predominantly empirical
evidence and narratives of experience The editor asserts that
schools should focus on developing students' capacity and
disposition in knowledge creation work; at the same time, leaders
and teachers alike should continue to develop their professional
knowledge as a community. In the knowledge building vernacular, the
chapters are knowledge artifacts - artifacts that not only document
the findings of the editors and authors, but that also mediate
future advancement in this area of research work. The ultimate aim
of the book is to inspire new ideas, and to illuminate the path for
researchers of similar interest in knowledge creation in education.
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