Successful Science and Engineering Teaching: Theoretical and Learning Perspectives
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| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
[Berlin]
Springer
2008
|
| Series: | Innovation and Change in Professional Education
3 |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis Klappentext |
| Physical Description: | XVI, 191 S. graph. Darst. |
| ISBN: | 9781402069093 9781402069109 140206909X |
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| 245 | 1 | 0 | |a Successful Science and Engineering Teaching |b Theoretical and Learning Perspectives |c Calvin S. Kalman |
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| adam_text | Contents
Part I How Students Learn Science
1
Introduction
................................................ 3
1.1
The Beginnings of Physics Educational Research
............... 3
1.2
The First Graduate Programs in Physics Educational Research
.... 5
1.3
Educational Research in Other Science/Engineering Disciplines
... 5
2
Intellectual Development and Psychological Types
................ 7
2.1
Introduction
............................................ 7
2.2
Piaget
and the Intellectual Development of Students
............. 8
2.2.1
Intellectual Development Levels of University Students.
... 9
2.3
Jung s Theory of Psychological Types and the Meyers
Briggs
Indicator
......................................... 11
2.3.1
Relating Meyers-Briggs Typing to
Piaget
Developmental levels
............................... 12
2.4
Vygotsky s Approach
..................................... 13
2.4.1
The Zone of Proximal Development (ZPD)
.............. 13
2.4.2
Development of the Functions in the ZPD
............... 14
2.4.3
Scaffolding
....................................... 14
2.5
Learning in the Sciences and Engineering
..................... 14
3
Students Alternative Scientific Conceptions
...................... 17
3.1
Difficulties Facing a Student in a Gateway Course
.............. 17
3.1.1
Early Investigations
................................ 18
3.1.2
Student Conceptual Difficulties
....................... 19
3.1.3
Relating the Force Concept Inventory (FCI) to Piaget s
Model of Cognitive Development
..................... 21
3.2
A Theory of Conceptual Change
............................ 25
3.2.1
Posner, Strike, Hewson and
Gertzog................... 26
3.2.2
Do Students Enter Gateway Courses with a Coherent
Set of Ideas About Science?
.......................... 26
3.2.3
Framework Theories
............................... 27
x
Contents
3.2.4
Stages Undergone by a Student Experiencing
Conceptual Change
................................ 27
3.2.5
A Mode! Based upon the Notion of Conceptual Conflict
... 31
Appendix
1 :
Additional Questions
............................... 39
Appendix
2: ................................................
40
4
Writing to Learn: Reflective Writing
........................... 43
4.1
Scaffolding for Students by Encouraging Self-dialogue
.......... 43
4.1.1
Writing as Encouraging Self-dialogue
.................. 43
4.1.2
Talking to Someone About a Problem
.................. 44
4.1.3
Reflective-Writing and the Zone
of Proximal Development
........................... 44
4.2
The Knowledge Telling Model and the Knowledge
Transforming Model
..................................... 45
4.2.1
Knowledge Telling Model
........................... 45
4.2.2
Writing of a Research Paper
......................... 46
4.2.3
Writing a Biography
................................ 47
4.2.4
Knowledge Transforming Model
...................... 47
4.2.5
Knowledge Building
............................... 50
4.2.6
Qualitative Research on Reflective Writing
.............. 50
Part II Changing Student s Epistemologies
5
Getting Students to Examine Their Epistemology
................. 59
5.1
Developing Critical Thinking
.............................. 59
5.1.1
Comfort Factor
.................................... 59
5.1.2
Cultural Constructs
................................. 60
5.1.3
Role of Writing-to-Learn
............................ 60
5.2
A New Model
........................................... 61
5.2.1
Feyerabend s Principle of Counterinduction
............. 61
5.2.2
A Collage of Opinions
.............................. 61
5.2.3
The Critique Exerci.se
............................... 61
5.2.4
Examining the Course
.............................. 62
5.2.5
Conclusions
...................................... 64
5.2.6
Student Ranking of Reflective Writing, Group Activities
and the Critique Writing-to-Learn Activity
.............. 65
Appendix: Critiques
.......................................... 67
6
Critical Thinking
............................................ 69
6.1
Critical Thinking
........................................ 69
6.1.1
Domain Specific Attribute or Does It Involve General
Principles
........................................ 69
6.1.2
Surveys of the Opinions of Philosophers and Scientists
___ 69
Contents
x¡
6.1.3
Working Definition
............................... 70
6.1.4
McPeck s Views
.................................. 70
6.1.5
Studying Philosophers of Science to Promote Critical
Thinking
........................................ 71
6.1.6
Why Have Students Study Philosophy of Science
........ 72
6.1.7
Collaborative Group Work
.......................... 72
6.1.8
Assignments for Individual Groups
................... 73
6.1.9
What Constitutes a Good Scientific Theory
........... 73
6.1.10
Bacon
.......................................... 74
6.2
Theoretical Science
...................................... 75
6.3
The Crucial Experiment
................................... 76
6.3.1
Sir John Herschel
................................. 76
6.3.2
Crucial Experiments
............................... 77
6.3.3
Advent of the Wave Theory of Light in the Nineteenth
Century
......................................... 77
6.3.4
Pierre Duhem
.................................... 79
6.3.5
A Scientific Theory Should Provide Coherent,
Consistent, and Wide-Ranging Theoretical
Organizations
.................................... 80
6.4
Twentieth Century Philosophers of Science
.................... 82
6.4.1
Popper
......................................... 82
6.4.2 Kuhn........................................... 84
6.4.3
Lakatos.........................................
87
6.4.4
Feyerabend
...................................... 89
6.5
Mary Hesse
............................................. 90
6.6
Relation to Conceptual Change
............................. 93
Appendix: Peer Evaluation of Group Members
..................... 94
7
Educational Models Based upon Philosophy of Science
............ 95
7.1
Students Coming into a Gateway Course Do Not Have
a Coherent Well Defined Knowledge of the World
.............. 95
7.1.1
Changing Students Episfemologies
.................. 95
7.1.2
Framework Theories
.............................. 96
7.1.3
Weakly Organized Knowledge Systems
............... 96
7.1.4
Structuralist Approach
............................. 97
7.1.5
Posner, Strike, Hewson and
Gertzog ( 1982)............ 98
7.2
Conceptual Conflict
...................................... 99
7.2.1
Hewson and Hewson
(1984)........................ 99
7.3
Tseitlin and
Calili
(2005).................................. 99
7.3.
1 A Model for Education
............................. 100
7.3.2
Relationship Between All Discipline-Cultures
Comprising Physics
............................... 101
7.3.3
Pictures of Nature
................................. 101
7.3.4
A Dialogic Interaction
............................. 102
xii
Contents
7.3.5
Physics Not Only as Knowledge, But Also as a Space
of Statements
.................................. 103
7.3.6
The Discipline-Culture
........................... 104
7.3.7
Conceptual Change
............................. 107
7.3.8
Physics Curriculum
............................. 108
8
Changing Student s Epistemologies
...........................
Ill
8.1
Constructing an Epistemology
............................
Ill
8.1.1
Students Do Not Conceive of the Subject in Terms
of a Coherent Theoretical Framework
...............
Ill
8.1.2
Course Design
(Kalman
and Aulls,
2003)............ 115
8.1.3
Findings
...................................... 126
8.1.4
Conclusions
................................... 128
Partili
Final Thoughts
9
Courses for Non-science Students
............................. 131
9.1
Three Types of Learners
................................. 131
9.2
Course Dossier
........................................ 132
9.2.1
Passing the Word to the Student; Transforming Each
Lecture into a Mini-research Paper
................. 133
9.2.2
End of Semester
................................ 133
9.3
Constellation Courses
................................... 134
9.3.1
Studies in Physics and Literature
................... 135
9.3.2
Physics and Society in Historical Perspective
......... 137
9.3.3
Science and Humanities Via Science Fiction
.......... 140
9.3.4
Philosophy in Physics and Physics
in Philosophy
.................................. 143
9.3.5
Contemporary Physics: A Freshman Seminar
for Physics Majors
.............................. 146
9.3.6
A Science-Humanities Course Series
................ 148
9.3.7
A Cluster of Science-Humanities Courses for Mixed
Audiences of Science and Non-science Majors
........ 150
10
Computer Assisted Instruction
............................... 155
10.1
Using Computer Assisted Instruction in
Science/Engineering Courses
............................. 155
10.2
A Computer Language for Computer Assisted
Instruction
........................................... 156
10.2.1
Noah Sherman s Templates
....................... 156
10.3
Tutorial on Calculus for the Introductory
Mechanics Course
..................................... 157
10.3.1
Rationale
..................................... 157
Contents xiii
10.3.2 Pre-test
for the Calculus Tutorial
.................. 157
10.3.3
Testing of Questions
............................ 158
10.3.4
Post-test
..................................... 160
10.3.5
Conclusion
................................... 161
10.4
Using the Calculus Dialogue as a Tool to Investigate
the Effects of Correlational Feedback on Learning
and to Examine the Interaction of Correctional Feedback
with Selected Learner Characteristics
...................... 163
10.4.1
Background
.................................. 163
10.4.2
Sample
...................................... 164
10.4.3
Procedure
.................................... 164
10.4.4
Design
...................................... 164
10.4.5
Pre-lesson
.................................... 165
10.4.6
Instructional Logic for Main Lesson
............... 165
10.4.7
Operational Definitions of Treatments
.............. 166
10.4.8
Instructional Materials
.......................... 166
10.4.9
Measurement Instruments
....................... 168
10.4.10
Results
...................................... 169
10.4.11
Conclusion
................................... 174
11
Summing Up
............................................... 175
References
.................................................... 179
Name Index
................................................... 187
Subject Index
.................................................. 189
Preface
The intent of this book is to describe how a professor can provide a learning
environment that assists students to come to grips with the nature of science and
engineering, to understand science and engineering concepts, and to solve problems
in science and engineering courses. As such, this book is intended to be useful for
any science or engineering professor, who wants to change their course to include
more effective teaching methods, to instructors at post-secondary institutions, who
are beginning their careers, and as a handbook for TA s. Since the book is based
upon articles that I have had published in Science Educational Research and which
are grounded in educational research that I have performed (both quantitative and
qualitative) over many years, it will also be of interest to anyone engaged in
research into teaching science and engineering at the post-secondary level. I have
also tried to include enough background so that the book could be used as a text¬
book for a course in educational practice in science and engineering.
The book has two main axes of development. Firstly, how do we get students to
change their epistemology so that their outlook on the course material is not that it
consists of a tool kit of assorted practices, classified according to problem type, but
rather that the subject comprises a connected structure of concepts. Secondly, help¬
ing students to have a deeper understanding of science and engineering.
In Part I How students learn Science , I develop some basic background on
current understanding of how students try to deal with courses in science and engi¬
neering. Perhaps this part would have had a better title as How do students fail to
understand science subjects in spite of the best efforts of well-intentioned instruc¬
tors . The capstone of this section, Chapter
3
deals with the fact that students have
perceptions of the subject of our courses that are very different than the conceptual
framework found in our courses and that it is very hard to get students to rid them¬
selves of these notions. Those faculty, who are already familiar with the literature
on conceptual change theory can skip this part and proceed directly to Part II.
Part II, Changing Students Epistemologies is the heart of the book. In develops
the kind of scaffolding needed to assist the student to achieve a deeper understanding
of the subject such as reflective writing and conceptual conflict activities based upon
methodologies involving use of collaborative groups and various forms of writing
activities. It also develops the modern notion that simple conceptual change pro¬
grams are not efficient since they try and attack the symptoms that prevent students
xvi
Preface
success in science courses rather than the root causes that underlie this problem.
Thus this part of the book examines the whole problem of helping students to
become critical thinkers and helping them to change their epistemologies.
The final part of the book looks in two successive chapters firstly at the special
problems of courses for non-science students and secondly at using the computer
to tutor students.
|
| adam_txt |
Contents
Part I How Students Learn Science
1
Introduction
. 3
1.1
The Beginnings of Physics Educational Research
. 3
1.2
The First Graduate Programs in Physics Educational Research
. 5
1.3
Educational Research in Other Science/Engineering Disciplines
. 5
2
Intellectual Development and Psychological Types
. 7
2.1
Introduction
. 7
2.2
Piaget
and the Intellectual Development of Students
. 8
2.2.1
Intellectual Development Levels of University Students.
. 9
2.3
Jung's Theory of Psychological Types and the Meyers
Briggs
Indicator
. 11
2.3.1
Relating Meyers-Briggs Typing to
Piaget
Developmental levels
. 12
2.4
Vygotsky's Approach
. 13
2.4.1
The Zone of Proximal Development (ZPD)
. 13
2.4.2
Development of the Functions in the ZPD
. 14
2.4.3
Scaffolding
. 14
2.5
Learning in the Sciences and Engineering
. 14
3
Students Alternative Scientific Conceptions
. 17
3.1
Difficulties Facing a Student in a Gateway Course
. 17
3.1.1
Early Investigations
. 18
3.1.2
Student Conceptual Difficulties
. 19
3.1.3
Relating the Force Concept Inventory (FCI) to Piaget's
Model of Cognitive Development
. 21
3.2
A Theory of Conceptual Change
. 25
3.2.1
Posner, Strike, Hewson and
Gertzog. 26
3.2.2
Do Students Enter Gateway Courses with a Coherent
Set of Ideas About Science?
. 26
3.2.3
Framework Theories
. 27
x
Contents
3.2.4
Stages Undergone by a Student Experiencing
Conceptual Change
. 27
3.2.5
A Mode! Based upon the Notion of Conceptual Conflict
. 31
Appendix
1 :
Additional Questions
. 39
Appendix
2: .
40
4
Writing to Learn: Reflective Writing
. 43
4.1
Scaffolding for Students by Encouraging Self-dialogue
. 43
4.1.1
Writing as Encouraging Self-dialogue
. 43
4.1.2
Talking to Someone About a Problem
. 44
4.1.3
Reflective-Writing and the Zone
of Proximal Development
. 44
4.2
The Knowledge Telling Model and the Knowledge
Transforming Model
. 45
4.2.1
Knowledge Telling Model
. 45
4.2.2
Writing of a Research Paper
. 46
4.2.3
Writing a Biography
. 47
4.2.4
Knowledge Transforming Model
. 47
4.2.5
Knowledge Building
. 50
4.2.6
Qualitative Research on Reflective Writing
. 50
Part II Changing Student's Epistemologies
5
Getting Students to Examine Their Epistemology
. 59
5.1
Developing Critical Thinking
. 59
5.1.1
Comfort Factor
. 59
5.1.2
Cultural Constructs
. 60
5.1.3
Role of Writing-to-Learn
. 60
5.2
A New Model
. 61
5.2.1
Feyerabend's Principle of Counterinduction
. 61
5.2.2
A Collage of Opinions
. 61
5.2.3
The Critique Exerci.se
. 61
5.2.4
Examining the Course
. 62
5.2.5
Conclusions
. 64
5.2.6
Student Ranking of Reflective Writing, Group Activities
and the Critique Writing-to-Learn Activity
. 65
Appendix: Critiques
. 67
6
Critical Thinking
. 69
6.1
Critical Thinking
. 69
6.1.1
Domain Specific Attribute or Does It Involve General
Principles
. 69
6.1.2
Surveys of the Opinions of Philosophers and Scientists
_ 69
Contents
x¡
6.1.3
Working Definition
. 70
6.1.4
McPeck's Views
. 70
6.1.5
Studying Philosophers of Science to Promote Critical
Thinking
. 71
6.1.6
Why Have Students Study Philosophy of Science
. 72
6.1.7
Collaborative Group Work
. 72
6.1.8
Assignments for Individual Groups
. 73
6.1.9
What Constitutes a "Good" Scientific Theory
. 73
6.1.10
Bacon
. 74
6.2
Theoretical Science
. 75
6.3
The Crucial Experiment
. 76
6.3.1
Sir John Herschel
. 76
6.3.2
Crucial Experiments
. 77
6.3.3
Advent of the Wave Theory of Light in the Nineteenth
Century
. 77
6.3.4
Pierre Duhem
. 79
6.3.5
A Scientific Theory Should Provide Coherent,
Consistent, and Wide-Ranging Theoretical
Organizations
. 80
6.4
Twentieth Century Philosophers of Science
. 82
6.4.1
Popper
. 82
6.4.2 Kuhn. 84
6.4.3
Lakatos.
87
6.4.4
Feyerabend
. 89
6.5
Mary Hesse
. 90
6.6
Relation to Conceptual Change
. 93
Appendix: Peer Evaluation of Group Members
. 94
7
Educational Models Based upon Philosophy of Science
. 95
7.1
Students Coming into a Gateway Course Do Not Have
a Coherent Well Defined Knowledge of the World
. 95
7.1.1
Changing Students' Episfemologies
. 95
7.1.2
Framework Theories
. 96
7.1.3
Weakly Organized Knowledge Systems
. 96
7.1.4
Structuralist Approach
. 97
7.1.5
Posner, Strike, Hewson and
Gertzog ( 1982). 98
7.2
Conceptual Conflict
. 99
7.2.1
Hewson and Hewson
(1984). 99
7.3
Tseitlin and
Calili
(2005). 99
7.3.
1 A Model for Education
. 100
7.3.2
Relationship Between All Discipline-Cultures
Comprising Physics
. 101
7.3.3
Pictures of Nature
. 101
7.3.4
A Dialogic Interaction
. 102
xii
Contents
7.3.5
Physics Not Only as Knowledge, But Also as a Space
of Statements
. 103
7.3.6
The Discipline-Culture
. 104
7.3.7
Conceptual Change
. 107
7.3.8
Physics Curriculum
. 108
8
Changing Student's Epistemologies
.
Ill
8.1
Constructing an Epistemology
.
Ill
8.1.1
Students Do Not Conceive of the Subject in Terms
of a Coherent Theoretical Framework
.
Ill
8.1.2
Course Design
(Kalman
and Aulls,
2003). 115
8.1.3
Findings
. 126
8.1.4
Conclusions
. 128
Partili
Final Thoughts
9
Courses for Non-science Students
. 131
9.1
Three Types of Learners
. 131
9.2
Course Dossier
. 132
9.2.1
Passing the Word to the Student; Transforming Each
Lecture into a Mini-research Paper
. 133
9.2.2
End of Semester
. 133
9.3
Constellation Courses
. 134
9.3.1
Studies in Physics and Literature
. 135
9.3.2
Physics and Society in Historical Perspective
. 137
9.3.3
Science and Humanities Via Science Fiction
. 140
9.3.4
Philosophy in Physics and Physics
in Philosophy
. 143
9.3.5
Contemporary Physics: A Freshman Seminar
for Physics Majors
. 146
9.3.6
A Science-Humanities Course Series
. 148
9.3.7
A Cluster of Science-Humanities Courses for Mixed
Audiences of Science and Non-science Majors
. 150
10
Computer Assisted Instruction
. 155
10.1
Using Computer Assisted Instruction in
Science/Engineering Courses
. 155
10.2
A Computer Language for Computer Assisted
Instruction
. 156
10.2.1
Noah Sherman's Templates
. 156
10.3
Tutorial on Calculus for the Introductory
Mechanics Course
. 157
10.3.1
Rationale
. 157
Contents xiii
10.3.2 Pre-test
for the Calculus Tutorial
. 157
10.3.3
Testing of Questions
. 158
10.3.4
Post-test
. 160
10.3.5
Conclusion
. 161
10.4
Using the Calculus Dialogue as a Tool to Investigate
the Effects of Correlational Feedback on Learning
and to Examine the Interaction of Correctional Feedback
with Selected Learner Characteristics
. 163
10.4.1
Background
. 163
10.4.2
Sample
. 164
10.4.3
Procedure
. 164
10.4.4
Design
. 164
10.4.5
Pre-lesson
. 165
10.4.6
Instructional Logic for Main Lesson
. 165
10.4.7
Operational Definitions of Treatments
. 166
10.4.8
Instructional Materials
. 166
10.4.9
Measurement Instruments
. 168
10.4.10
Results
. 169
10.4.11
Conclusion
. 174
11
Summing Up
. 175
References
. 179
Name Index
. 187
Subject Index
. 189
Preface
The intent of this book is to describe how a professor can provide a learning
environment that assists students to come to grips with the nature of science and
engineering, to understand science and engineering concepts, and to solve problems
in science and engineering courses. As such, this book is intended to be useful for
any science or engineering professor, who wants to change their course to include
more effective teaching methods, to instructors at post-secondary institutions, who
are beginning their careers, and as a handbook for TA's. Since the book is based
upon articles that I have had published in Science Educational Research and which
are grounded in educational research that I have performed (both quantitative and
qualitative) over many years, it will also be of interest to anyone engaged in
research into teaching science and engineering at the post-secondary level. I have
also tried to include enough background so that the book could be used as a text¬
book for a course in educational practice in science and engineering.
The book has two main axes of development. Firstly, how do we get students to
change their epistemology so that their outlook on the course material is not that it
consists of a tool kit of assorted practices, classified according to problem type, but
rather that the subject comprises a connected structure of concepts. Secondly, help¬
ing students to have a deeper understanding of science and engineering.
In Part I "How students learn Science", I develop some basic background on
current understanding of how students try to deal with courses in science and engi¬
neering. Perhaps this part would have had a better title as "How do students fail to
understand science subjects in spite of the best efforts of well-intentioned instruc¬
tors". The capstone of this section, Chapter
3
deals with the fact that students have
perceptions of the subject of our courses that are very different than the conceptual
framework found in our courses and that it is very hard to get students to rid them¬
selves of these notions. Those faculty, who are already familiar with the literature
on conceptual change theory can skip this part and proceed directly to Part II.
Part II, "Changing Students' Epistemologies" is the heart of the book. In develops
the kind of scaffolding needed to assist the student to achieve a deeper understanding
of the subject such as reflective writing and conceptual conflict activities based upon
methodologies involving use of collaborative groups and various forms of writing
activities. It also develops the modern notion that simple conceptual change pro¬
grams are not efficient since they try and attack the symptoms that prevent students'
xvi
Preface
success in science courses rather than the root causes that underlie this problem.
Thus this part of the book examines the whole problem of helping students to
become critical thinkers and helping them to change their epistemologies.
The final part of the book looks in two successive chapters firstly at the special
problems of courses for non-science students and secondly at using the computer
to tutor students. |
| any_adam_object | 1 |
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| ctrlnum | (OCoLC)254627701 (DE-599)DNB986029610 |
| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| format | Book |
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| id | DE-604.BV023047585 |
| illustrated | Illustrated |
| index_date | 2024-07-02T19:23:16Z |
| indexdate | 2024-07-09T21:09:46Z |
| institution | BVB |
| isbn | 9781402069093 9781402069109 140206909X |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016251016 |
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| physical | XVI, 191 S. graph. Darst. |
| publishDate | 2008 |
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| series | Innovation and Change in Professional Education |
| series2 | Innovation and Change in Professional Education |
| spelling | Kalman, Calvin S. Verfasser aut Successful Science and Engineering Teaching Theoretical and Learning Perspectives Calvin S. Kalman [Berlin] Springer 2008 XVI, 191 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Innovation and Change in Professional Education 3 Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd rswk-swf Naturwissenschaftlicher Unterricht (DE-588)4041425-5 s DE-604 Innovation and Change in Professional Education 3 (DE-604)BV019329648 3 Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016251016&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016251016&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Kalman, Calvin S. Successful Science and Engineering Teaching Theoretical and Learning Perspectives Innovation and Change in Professional Education Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd |
| subject_GND | (DE-588)4041425-5 |
| title | Successful Science and Engineering Teaching Theoretical and Learning Perspectives |
| title_auth | Successful Science and Engineering Teaching Theoretical and Learning Perspectives |
| title_exact_search | Successful Science and Engineering Teaching Theoretical and Learning Perspectives |
| title_exact_search_txtP | Successful Science and Engineering Teaching Theoretical and Learning Perspectives |
| title_full | Successful Science and Engineering Teaching Theoretical and Learning Perspectives Calvin S. Kalman |
| title_fullStr | Successful Science and Engineering Teaching Theoretical and Learning Perspectives Calvin S. Kalman |
| title_full_unstemmed | Successful Science and Engineering Teaching Theoretical and Learning Perspectives Calvin S. Kalman |
| title_short | Successful Science and Engineering Teaching |
| title_sort | successful science and engineering teaching theoretical and learning perspectives |
| title_sub | Theoretical and Learning Perspectives |
| topic | Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd |
| topic_facet | Naturwissenschaftlicher Unterricht |
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