Learning science and the science of learning: science educators' essay collection
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Arlington, Va.
NSTA Press
2002
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references |
| Beschreibung: | XV, 151 S. Ill., Kt. |
| ISBN: | 0873552083 |
Internformat
MARC
| LEADER | 00000nam a2200000zc 4500 | ||
|---|---|---|---|
| 001 | BV014528009 | ||
| 003 | DE-604 | ||
| 005 | 20020830 | ||
| 007 | t | ||
| 008 | 020612s2002 xxuab|| |||| 00||| eng d | ||
| 010 | |a 2002101367 | ||
| 020 | |a 0873552083 |9 0-87355-208-3 | ||
| 035 | |a (OCoLC)49942412 | ||
| 035 | |a (DE-599)BVBBV014528009 | ||
| 040 | |a DE-604 |b ger |e aacr | ||
| 041 | 0 | |a eng | |
| 044 | |a xxu |c US | ||
| 049 | |a DE-29 |a DE-19 | ||
| 050 | 0 | |a Q181 | |
| 082 | 0 | |a 507/.1/073 |2 21 | |
| 084 | |a CP 5000 |0 (DE-625)18991: |2 rvk | ||
| 084 | |a 5,3 |2 ssgn | ||
| 245 | 1 | 0 | |a Learning science and the science of learning |b science educators' essay collection |c ed. by Rodger W. Bybee |
| 264 | 1 | |a Arlington, Va. |b NSTA Press |c 2002 | |
| 300 | |a XV, 151 S. |b Ill., Kt. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references | ||
| 650 | 4 | |a Professeurs de sciences - Formation | |
| 650 | 4 | |a Sciences - Étude et enseignement | |
| 650 | 4 | |a Naturwissenschaft | |
| 650 | 4 | |a Science teachers |x Training of | |
| 650 | 4 | |a Science |x Study and teaching | |
| 650 | 0 | 7 | |a Lernen |0 (DE-588)4035408-8 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Naturwissenschaftlicher Unterricht |0 (DE-588)4041425-5 |2 gnd |9 rswk-swf |
| 689 | 0 | 0 | |a Naturwissenschaftlicher Unterricht |0 (DE-588)4041425-5 |D s |
| 689 | 0 | 1 | |a Lernen |0 (DE-588)4035408-8 |D s |
| 689 | 0 | |5 DE-604 | |
| 700 | 1 | |a Bybee, Rodger W. |e Sonstige |4 oth | |
| 856 | 4 | 2 | |m GBV Datenaustausch |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=009888024&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
| 999 | |a oai:aleph.bib-bvb.de:BVB01-009888024 | ||
Datensatz im Suchindex
| _version_ | 1804129320012087296 |
|---|---|
| adam_text | SCIENCE EDUCATORS ESSAY COLLECTION EDITED BY RODGER W. BYBEE SUB
GSTTINGEN 216 559 545 PRESS NATIONAL SCIENCE TEACHERS ASSOCIATION
ARLINGTON, VIRGINIA PREFACE IX ACKNOWLEDGMENTS XI INTRODUCTION HAROLD
PRATT, NSTA PRESIDENT 2001-2002 XIII 1 HOW DO STUDENTS LEARN SCIENCE? I
HOW STUDENTS LEARN AND HOW TEACHERS TEACH ANGELO COLLINS AFTER A BRIEF
OVERVIEW OF THE ROLE OF THEORY IN SCIENCE AND IN EDUCATION, THE AUTHOR
LOOKS AT THE RELATIONSHIP BETWEEN SOME HISTORICAL LEARNING THEORIES AND
THE TEACHING PRACTICES THAT FLOW FROM THEM. FOR EXAMPLE, HOW IS THE
SOCRATIC METHOD CONSISTENT WITH WHAT SOCRATES PROPOSED ABOUT HOW PEOPLE
LEARN? WHAT IS BEHAVIORIST ABOUT BEHAVIORAL OBJECTIVES? WHY IS GROUP
WORK IN LINE WITH CONSTRUCTIVIST LEARNING THEORIES? SCIENCE TEACHERS ARE
ENCOURAGED TO EXAMINE THEIR OWN THEORY-PRACTICE LINKS. APPLYING THE
SCIENCE OF LEARNING TO THE EDUCATION OF PROSPECTIVE SCIENCE TEACHERS
JOSE P. MESTRE AND RODNEY R. COCKING 13 COGNITIVE SCIENTISTS HAVE
STUDIED THE HIGHLY ORGANIZED AND EFFICIENTLY UTILIZED CHARACTERISTICS OF
EXPERTS KNOWLEDGE IN THINKING AND PROBLEM SOLVING. THE AUTHORS DISCUSS
THE IMPORTANT IMPLICATIONS OF THIS BODY OF RESEARCH FOR HOW INSTRUCTION
SHOULD BE STRUCTURED FOR PROSPECTIVE TEACHERS AND OTHER STUDENTS. THEY
CONCLUDE BY DISCUSSING A SERIES OF DESIRABLE ATTRIBUTES FOR SCIENCE
COURSES THAT DERIVE FROM THE SCIENCE OF LEARNING RESEARCH. PART 2
DESIGNING CURRICULUM FOR STUDENT LEARNING 3 SCIENTIFIC INQUIRY, STUDENT
LEARNING, AND THE SCIENCE CURRICULUM RODGER W. BYBEE 25 WHAT WE KNOW
ABOUT STUDENT LEARNING ESTABLISHES LINKS BETWEEN SCIENTIFIC INQUIRY AND
THE SCIENCE CURRICULUM. IN THIS CHAPTER, THE AUTHOR DISCUSSES SCIENTIFIC
INQUIRY AND CURRENT LEARNING RESEARCH. HE THEN PROPOSES THAT THE SCIENCE
CURRICULUM SHOULD BE BASED ON CORE CONCEPTS OR BIG IDEAS FROM SCIENCE
DOMAINS; HERE THE NATIONAL SCIENCE EDUCATION STANDARDS SERVE AS A GUIDE.
EFFECTIVE SCIENCE INSTRUCTION SHOULD PARALLEL SCIENCE INQUIRY AND THE
PROCESSES OF LEARNING; HERE THE BSCS 5E MODEL SUPPLIES AN EXAMPLE. THE
AUTHOR SUPPORTS TEACHING SCIENCE AS INQUIRY AND PROVIDES SCIENCE
TEACHERS WITH PRACTICAL EXAMPLES. 4 SUPPORTING THE SCIENCE-LITERACY
CONNECTION JEANNE ROSE CENTURY, JOSEPH FLYNN, DORIS SANTAMARIA MAKANG,
MARIAN PASQUALE, KAREN M. ROBBLEE, JEFFREY WINOKUR, AND KARENWORTH 37
LANGUAGE ARTS AND SCIENCE ARE PERCEIVED AS COMPETING FOR CLASSROOM TIME
AND ATTENTION, AND SCIENCE IS OFTEN NEGLECTED. HOWEVER, EFFECTIVE
LITERACY INSTRUCTION NEED NOT BE AT THE EXPENSE OF MEANINGFUL SCIENCE
INSTRUCTION. THE AUTHORS EXPLORE THE POTENTIALLY POWERFUL LINKAGES
BETWEEN SCIENCE AND LITERACY AND SUGGEST CONCRETE WAYS THAT ELEMENTARY
TEACHERS AND MIDDLE AND HIGH SCHOOL SCIENCE TEACHERS CAN SIMULTANEOUSLY
ENHANCE SCIENCE AND LANGUAGE LEARNING. 5 REACHING THE ZONE OF OPTIMAL
LEARNING: THE ALIGNMENT OF CURRICULUM, INSTRUCTION, AND ASSESSMENT
STEPHEN J. FARENGA, BEVERLY A. JOYCE, AND DANIEL NESS 51 THE AUTHORS
DISCUSS CURRICULUM, INSTRUCTION, AND ASSESSMENT AND HOW THEIR
INTEGRATION ENABLES STUDENTS TO ACHIEVE A STRONG KNOWLEDGE BASE IN
SCIENCE. AFTER EXAMINING CONVENTIONAL BELIEFS AND MORE CONTEMPORARY
VIEWS OF CURRICULUM, INSTRUCTION, AND ASSESSMENT, THE AUTHORS
DEMONSTRATE HOW VARIOUS OVERLAPS OF ANY TWO OF THE THREE COMPONENTS
AFFECT SCIENCE LEARNING AND LITERACY. THE OVERLAP OF ALL THREE
COMPONENTS LEADS TO WHAT THE AUTHORS CALL THE ZONE OF OPTIMAL LEARNING.
TEACHING THAT ENHANCES STUDENT LEARNING 6 ALIGNMENT OF INSTRUCTION WITH
KNOWLEDGE OF STUDENT LEARNING PAULJABLON 65 A SERIES OF CLASSROOM
VIGNETTES AND STUDENT CONVERSATIONS PROVIDES A GLIMPSE INTO HOW OUR
THEORETICAL UNDERSTANDING OF HUMAN LEARNING TRANSLATES INTO SCIENCE
CLASSROOM PRACTICE. THE SURPRISINGLY LARGE NUMBER OF COMPONENTS
OPERATING IN AN EFFECTIVE CLASSROOM MUST INTERRELATE WITH EACH OTHER IF
STUDENTS ARE TO RETAIN AND USE THEIR SCIENCE CONCEPTUAL UNDERSTANDINGS.
THE AUTHOR BRINGS TOGETHER IDEAS FROM NEUROBIOLOGY, LEARNING THEORY, AND
DEVELOPMENTAL PSYCHOLOGY AND CORRELATES THEM WITH THE COMPLEX MATRIX OF
EVERYDAY CLASSROOM PRACTICE THAT ALLOWS STUDENTS TO GAIN SCIENCE
REASONING SKILLS, CONCEPTUAL UNDERSTANDINGS, AND INSIGHT INTO THE NATURE
OF THE SCIENTIFIC ENTERPRISE. 7 LEARNER-CENTERED TEACHING JEFFREY WELD
77 LEARNER-CENTERED SCIENCE TEACHING BEGINS WITH THE STORIES OF
LEARNERS. KNOWING OUR STUDENTS, AND THEREBY CRAFTING LESSONS THAT
ACCOUNT FOR THEIR INTERESTS, EXPERIENCES, AND AMBITIONS, CAN MAKE
SCIENCE TEACHING VASTLY MORE EFFECTIVE. WHETHER STUDYING MOLECULES,
MOMENTUM, OR MEMBRANES, EACH STUDENT BRINGS A UNIQUE PERSPECTIVE WITH
VARIABLE INTEREST. LEARNER-CENTERED TEACHERS USE STUDENT PERSPECTIVES AS
A LAUNCHING POINT AND MAXIMIZE INTEREST BY GIVING STUDENTS A VOICE IN
DETERMINING THE DIRECTION OF THE SCIENCE CLASS. 8 USING THE LABORATORY
TO ENHANCE STUDENT LEARNING MICHAEL P. CLOUGH 85 TYPICAL HANDS-ON,
COOKBOOK LABORATORY EXPERIENCES DO AN EXTREMELY POOR JOB OF MAKING
APPARENT AND PLAYING OFF STUDENTS PRIOR IDEAS, ENGENDERING DEEP
REFLECTION, AND PROMOTING UNDERSTANDING OF COMPLEX CONTENT. THIS CHAPTER
ADDRESSES HOW TO TRANSFORM TRADITIONAL LABORATORY ACTIVITIES INTO
EXPERIENCES THAT ARE MORE CONGRUENT WITH HOW PEOPLE LEARN, THE NATIONA L
SCIENCE EDUCATION STANDARDS, AND THE NATURE OF SCIENCE. ASSESSING
STUDENT LEARNING 9 USING ASSESSMENT TO HELP STUDENTS LEARN /. MYRON
ATKIN 97 ASSESSMENT IN THE CLASSROOM IS MORE THAN TESTS AND QUIZZES ON
FRIDAY. IT IS AN EVERYDAY FEATURE OF CLASSROOM LIFE. STUDENTS AND
TEACHERS USE ASSESSMENT, FOR EXAMPLE, WHEN THEY GAUGE THE QUALITY OF A
RESPONSE TO A QUESTION, JUDGE THE ACCURACY OF A DIAGRAM, OR EVALUATE AN
ORAL REPORT. ENSUING CLASS DISCUSSIONS HELP STUDENTS UNDERSTAND HOW
THEIR OWN EFFORTS CAN BE IMPROVED. RESEARCH INDICATES THAT SUCH
CLASSROOM PRACTICES, OFTEN CALLED FORMATIVE ASSESSMENT, ARE AMONG THE
MOST POWERFUL METHODS OF IMPROVING LEARNING. 10 ASSESSING STUDENT
LEARNING ANNE M. COX-PETERSEN AND JOANNE K. OLSON 105 ASSESSMENT
INVOLVES AN ONGOING INVESTIGATION OF STUDENT LEARNING THAT INFLUENCES
TEACHERS PLANNING AND INSTRUCTION. MULTIPLE ASSESSMENT STRATEGIES
SHOULD BE USED TO PROVIDE FEEDBACK TO STUDENTS AND TEACHERS. SUCH
STRATEGIES INCLUDE QUESTIONING, CONCEPT MAPS, REFLECTIVE JOURNALS,
WRITTEN TESTS, OBSERVATIONS, DRAWINGS, PERFORMANCE, AND INTERVIEWS.
ASSESSMENT PRACTICES SHOULD BE INCLUSIVE OF ALL STUDENTS AS WELL AS
CONGRUENT WITH LEARNING GOALS AND INSTRUCTIONAL STRATEGIES. PARTS
PROFESSIONAL DEVELOPMENT AND THE SCIENCE OF LEARNING CURRICULUM REFORM,
PROFESSIONAL DEVELOPMENT, AND POWERFUL LEARNING JANET CARLSON POWELL,
JAMES B. SHORT, AND NANCY M. LANDES 121 THE AUTHORS CONSIDER THE
IMPORTANT RELATIONSHIP BETWEEN STANDARDS-BASED CURRICULUM IMPLEMENTATION
AND PROFESSIONAL DEVELOPMENT. THEY BEGIN BY LOOKING AT THE KEY
RECOMMENDATIONS ABOUT STUDENT LEARNING AND THEN DISCUSS HOW CURRICULUM
MATERIALS CAN EMBODY THESE RECOMMENDATIONS. BECAUSE THE RESULT IS
NONTRADITIONAL CURRICULUM MATERIALS, THEY THEN CONSIDER THE ROLE OF
PROFESSIONAL DEVELOPMENT FOR INCREASING THE EFFECTIVENESS OF THOSE
MATERIALS. FINALLY, THEY DISCUSS A PROFESSIONAL DEVELOPMENT STRATEGY
THAT BEGINS WITH SELECTING MATERIALS FOR CURRICULUM REFORM. PROFESSIONAL
DEVELOPMENT AND HOW TEACHERS LEARN: DEVELOPING EXPERT SCIENCE TEACHERS
KATHERINE E. STILES AND SUSAN MUNDRY 137 GROUNDBREAKING RESEARCH ON
LEARNING AND COGNITION HAS PRODUCED MANY NEW INSIGHTS INTO HOW PEOPLE
LEARN. THESE FINDINGS CONCLUSIVELY DISPEL THE IDEA THAT SHORT-TERM AND
ISOLATED LEARNING EXPERIENCES CAN PRODUCE POWERFUL LEARNING. THIS IS
ESPECIALLY TRUE FOR TEACHER LEARNING, GIVEN THE COMPLEXITY OF TEACHING
AND THE MULTIFACETED ROLE EXPERT TEACHERS MUST PLAY. TEACHER LEARNING
PROGRAMS MUST BECOME MORE COLLEGIAL, IN-DEPTH, AND LONGER IN DURATION
AND MUST BE TAILORED TO THE EXPERIENCE LEVELS OF THE LEARNERS, BE THEY
NOVICE OR EXPERT TEACHERS.
|
| any_adam_object | 1 |
| building | Verbundindex |
| bvnumber | BV014528009 |
| callnumber-first | Q - Science |
| callnumber-label | Q181 |
| callnumber-raw | Q181 |
| callnumber-search | Q181 |
| callnumber-sort | Q 3181 |
| callnumber-subject | Q - General Science |
| classification_rvk | CP 5000 |
| ctrlnum | (OCoLC)49942412 (DE-599)BVBBV014528009 |
| dewey-full | 507/.1/073 |
| dewey-hundreds | 500 - Natural sciences and mathematics |
| dewey-ones | 507 - Education, research, related topics |
| dewey-raw | 507/.1/073 |
| dewey-search | 507/.1/073 |
| dewey-sort | 3507 11 273 |
| dewey-tens | 500 - Natural sciences and mathematics |
| discipline | Allgemeine Naturwissenschaft Psychologie |
| format | Book |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01742nam a2200469zc 4500</leader><controlfield tag="001">BV014528009</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">20020830 </controlfield><controlfield tag="007">t</controlfield><controlfield tag="008">020612s2002 xxuab|| |||| 00||| eng d</controlfield><datafield tag="010" ind1=" " ind2=" "><subfield code="a">2002101367</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">0873552083</subfield><subfield code="9">0-87355-208-3</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)49942412</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV014528009</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">aacr</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="044" ind1=" " ind2=" "><subfield code="a">xxu</subfield><subfield code="c">US</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-29</subfield><subfield code="a">DE-19</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">Q181</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">507/.1/073</subfield><subfield code="2">21</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">CP 5000</subfield><subfield code="0">(DE-625)18991:</subfield><subfield code="2">rvk</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">5,3</subfield><subfield code="2">ssgn</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Learning science and the science of learning</subfield><subfield code="b">science educators' essay collection</subfield><subfield code="c">ed. by Rodger W. Bybee</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Arlington, Va.</subfield><subfield code="b">NSTA Press</subfield><subfield code="c">2002</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">XV, 151 S.</subfield><subfield code="b">Ill., Kt.</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Professeurs de sciences - Formation</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Sciences - Étude et enseignement</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Naturwissenschaft</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Science teachers</subfield><subfield code="x">Training of</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Science</subfield><subfield code="x">Study and teaching</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Lernen</subfield><subfield code="0">(DE-588)4035408-8</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Naturwissenschaftlicher Unterricht</subfield><subfield code="0">(DE-588)4041425-5</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="689" ind1="0" ind2="0"><subfield code="a">Naturwissenschaftlicher Unterricht</subfield><subfield code="0">(DE-588)4041425-5</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2="1"><subfield code="a">Lernen</subfield><subfield code="0">(DE-588)4035408-8</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2=" "><subfield code="5">DE-604</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Bybee, Rodger W.</subfield><subfield code="e">Sonstige</subfield><subfield code="4">oth</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="m">GBV Datenaustausch</subfield><subfield code="q">application/pdf</subfield><subfield code="u">http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=009888024&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA</subfield><subfield code="3">Inhaltsverzeichnis</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-009888024</subfield></datafield></record></collection> |
| id | DE-604.BV014528009 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T19:03:15Z |
| institution | BVB |
| isbn | 0873552083 |
| language | English |
| lccn | 2002101367 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-009888024 |
| oclc_num | 49942412 |
| open_access_boolean | |
| owner | DE-29 DE-19 DE-BY-UBM |
| owner_facet | DE-29 DE-19 DE-BY-UBM |
| physical | XV, 151 S. Ill., Kt. |
| publishDate | 2002 |
| publishDateSearch | 2002 |
| publishDateSort | 2002 |
| publisher | NSTA Press |
| record_format | marc |
| spelling | Learning science and the science of learning science educators' essay collection ed. by Rodger W. Bybee Arlington, Va. NSTA Press 2002 XV, 151 S. Ill., Kt. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references Professeurs de sciences - Formation Sciences - Étude et enseignement Naturwissenschaft Science teachers Training of Science Study and teaching Lernen (DE-588)4035408-8 gnd rswk-swf Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd rswk-swf Naturwissenschaftlicher Unterricht (DE-588)4041425-5 s Lernen (DE-588)4035408-8 s DE-604 Bybee, Rodger W. Sonstige oth GBV Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=009888024&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Learning science and the science of learning science educators' essay collection Professeurs de sciences - Formation Sciences - Étude et enseignement Naturwissenschaft Science teachers Training of Science Study and teaching Lernen (DE-588)4035408-8 gnd Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd |
| subject_GND | (DE-588)4035408-8 (DE-588)4041425-5 |
| title | Learning science and the science of learning science educators' essay collection |
| title_auth | Learning science and the science of learning science educators' essay collection |
| title_exact_search | Learning science and the science of learning science educators' essay collection |
| title_full | Learning science and the science of learning science educators' essay collection ed. by Rodger W. Bybee |
| title_fullStr | Learning science and the science of learning science educators' essay collection ed. by Rodger W. Bybee |
| title_full_unstemmed | Learning science and the science of learning science educators' essay collection ed. by Rodger W. Bybee |
| title_short | Learning science and the science of learning |
| title_sort | learning science and the science of learning science educators essay collection |
| title_sub | science educators' essay collection |
| topic | Professeurs de sciences - Formation Sciences - Étude et enseignement Naturwissenschaft Science teachers Training of Science Study and teaching Lernen (DE-588)4035408-8 gnd Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd |
| topic_facet | Professeurs de sciences - Formation Sciences - Étude et enseignement Naturwissenschaft Science teachers Training of Science Study and teaching Lernen Naturwissenschaftlicher Unterricht |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=009888024&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT bybeerodgerw learningscienceandthescienceoflearningscienceeducatorsessaycollection |