Science education research and practice in Europe :: retrospective and prospective /
Each volume in the 7-volume series The World of Science Education reviews research in a key region of the world. These regions include North America, South and Latin America, Asia, Australia and New Zealand, Europe, Arab States, and Sub-Saharan Africa. The focus of this Handbook is on science educat...
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam ; Boston :
SensePublishers,
©2012.
|
| Schriftenreihe: | Cultural perspectives in science education. Distinguished contributors ;
v. 5. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Each volume in the 7-volume series The World of Science Education reviews research in a key region of the world. These regions include North America, South and Latin America, Asia, Australia and New Zealand, Europe, Arab States, and Sub-Saharan Africa. The focus of this Handbook is on science education in Europe. In producing this volume the editors have invited a range of authors to describe their research in the context of developments in the continent and further afield. In reading this book you are invited to consider the historical, social and political contexts that have driven developments in science education research over the years. A unique feature of science education in Europe is the impact of the European Union on research and development over many years. A growing number of multi-national projects have contributed to the establishment of a community of researchers increasingly accepting of methodological diversity. That is not to say that Europe is moving towards homogeneity, as this volume clearly shows. |
| Beschreibung: | 1 online resource. |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9789460919008 9460919006 |
Internformat
MARC
| LEADER | 00000cam a2200000 a 4500 | ||
|---|---|---|---|
| 001 | ZDB-4-EBA-ocn823732016 | ||
| 003 | OCoLC | ||
| 005 | 20241004212047.0 | ||
| 006 | m o d | ||
| 007 | cr cnu---unuuu | ||
| 008 | 130109s2012 ne ob 000 0 eng d | ||
| 040 | |a GW5XE |b eng |e pn |c GW5XE |d YDXCP |d COO |d UMC |d N$T |d UMC |d COD |d IDEBK |d E7B |d SNK |d OCLCA |d CDX |d OCLCF |d BEDGE |d OCLCQ |d EBLCP |d DEBSZ |d DEBBG |d OCLCQ |d OCLCO |d OCLCQ |d AZK |d AGLDB |d Z5A |d MOR |d PIFAG |d OCLCQ |d MERUC |d ESU |d OCLCQ |d IOG |d ZCU |d U3W |d REB |d STF |d WRM |d OCLCQ |d VTS |d CEF |d NRAMU |d MUO |d ICG |d INT |d OCLCA |d WYU |d OCLCQ |d YOU |d TKN |d OCLCQ |d LEAUB |d DKC |d OCLCQ |d M8D |d UKAHL |d OCLCQ |d UKCRE |d AJS |d OCLCQ |d OCLCO |d OCLCQ |d QGK |d OCLCO |d OCLCQ |d GA0 |d OCLCO |d OCLCL |d OCLCQ | ||
| 019 | |a 823722469 |a 961489142 |a 962625224 |a 988481479 |a 992088986 |a 1037941086 |a 1038698481 |a 1045513895 |a 1077280156 |a 1153487345 |a 1259169141 | ||
| 020 | |a 9789460919008 |q (electronic bk.) | ||
| 020 | |a 9460919006 |q (electronic bk.) | ||
| 020 | |z 9789460918988 | ||
| 020 | |z 9789460918995 | ||
| 024 | 7 | |a 10.1007/978-94-6091-900-8 |2 doi | |
| 035 | |a (OCoLC)823732016 |z (OCoLC)823722469 |z (OCoLC)961489142 |z (OCoLC)962625224 |z (OCoLC)988481479 |z (OCoLC)992088986 |z (OCoLC)1037941086 |z (OCoLC)1038698481 |z (OCoLC)1045513895 |z (OCoLC)1077280156 |z (OCoLC)1153487345 |z (OCoLC)1259169141 | ||
| 043 | |a e------ | ||
| 050 | 4 | |a Q183.4.E85 |b S35 2012 | |
| 072 | 7 | |a SCI |x 063000 |2 bisacsh | |
| 072 | 7 | |a JN |2 bicssc | |
| 082 | 7 | |a 507.1/04 |2 23 | |
| 049 | |a MAIN | ||
| 245 | 0 | 0 | |a Science education research and practice in Europe : |b retrospective and prospective / |c edited by Doris Jorde, Justin Dillon. |
| 260 | |a Rotterdam ; |a Boston : |b SensePublishers, |c ©2012. | ||
| 300 | |a 1 online resource. | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 347 | |a data file | ||
| 490 | 1 | |a Cultural perspectives in science education. Distinguished contributors ; |v v. 5 | |
| 520 | |a Each volume in the 7-volume series The World of Science Education reviews research in a key region of the world. These regions include North America, South and Latin America, Asia, Australia and New Zealand, Europe, Arab States, and Sub-Saharan Africa. The focus of this Handbook is on science education in Europe. In producing this volume the editors have invited a range of authors to describe their research in the context of developments in the continent and further afield. In reading this book you are invited to consider the historical, social and political contexts that have driven developments in science education research over the years. A unique feature of science education in Europe is the impact of the European Union on research and development over many years. A growing number of multi-national projects have contributed to the establishment of a community of researchers increasingly accepting of methodological diversity. That is not to say that Europe is moving towards homogeneity, as this volume clearly shows. | ||
| 505 | 0 | |a Science Education Research and Practice in Europe; ACKNOWLEDGEMENTS; CONTENTS; 1. SCIENCE EDUCATION RESEARCH AND PRACTICEIN EUROPE: RETROSPECTIVE AND PROSPECTIVE; INTRODUCTION; WHAT COUNTS AS EUROPE?; A RETROSPECTIVE LOOK AT SCIENCE EDUCATION IN EUROPE; England: An Example of the Development of Science Education in Europe; RESEARCH IN SCIENCE EDUCATION IN EUROPE; POLICY TEXTS AND THE NATURE OF SCIENCE EDUCATION; SCIENCE EDUCATION RESEARCH AND DEVELOPMENT IN THE EU; REFERENCES; AFFILIATIONS; 2. THE MODEL OF EDUCATIONAL RECONSTRUCTION -- A FRAMEWORK FOR IMPROVING TEACHING AND LEARNING SCIENCE. | |
| 505 | 8 | |a OVERVIEWON THE INTERRDISCIPLINARRY NATURE OFF SCIENCE EDDUCATION; TRADITIONS OF SCIENCE EDUCATION RESEARCH; THE GERMAN TRADITION OF BILDUNG AND DIDAKTIK; THE MODEL OF EDUCATIONAL RECONSTRUCTION; Introductory Remarks; Epistemological Orientation; Overview of the Model; Component (1): Clarification and Analysis of Science Content; Component (2): Research on Teaching and Learning; Component (3): Design and Evaluation of Teaching and Learning Environments; The Recursive Process of Educational Reconstruction; The Model of Educational Reconstruction and Other Models of Instructional Design. | |
| 505 | 8 | |a CONCLUSIONS -- ON THE ROLE OF THE MODEL OF EDUCATIONALThe Model of Educational Reconstruction as a Framework for Science Education Research; Conceptual Reconstruction; The Model of Educational Reconstruction as a Model for Teacher Professional Development; The Model of Educational Reconstruction for Teacher Education; CODA; NOTES; REFERENCES; AFFILIATIONS; 3. TRANSCENDING SCIENCE: SCIENTIFIC LITERACY AND BILDUNG FOR THE 21ST CENTURY; OVERVIEW; INTRODUCTION; Bildung; Vision 1 and Vision 2; Transcending Science; THE DIMENSION OF NORMATIVITY; Moral/ethical; Political; Norms; Aesthetics. | |
| 505 | 8 | |a TransformationTEACHING AND LEARNING SCIENCE AS ACTION; Situating Science in an Activity; The Quest for Relevant Activities; A Pragmatist Interpretation; Developing Science Activities; LANGUAGE AND SCIENCE EDUCATION; Modes of Communication; Language Dimensions; CONCLUDING REMARKS; ACKNOWLEDGEMENTS; REFERENCES; 4. HOW RESEARCH ON STUDENTS' PROCESSES OF CONCEPT FORMATION CAN INFORM CURRICULUM DEVELOPMENT; ABSTRACT; INTRODUCTION; A BRIEF CRITICAL DISCUSSION OF RESEARCH ON CONCEPTUAL CHANGE; Theoretical Descriptions of Concepts and Conceptual Change; Concepts; Conceptual Change. | |
| 505 | 8 | |a Empirical Approaches towards Investigating Conceptual ChangeCONCLUSIONS; SAMPLE, PROCEDURES, AND METHODS; Procedures and Samples; Methods; EMPIRICAL RESULTS ON STUDENTS' PROCESSES OF CONCEPT FORMATION; Conceptual Qualities; From Conceptual Qualities to the Learning of Concepts; Phenomenon-Based and Model-Based Concepts; PHYSICS INSTRUCTION; Misconceptions and Demanding Science Concepts; Misconceptions as a Result of Generalization Over Classes of (Everyday) Phenomena; Misconceptions as a result of missing conceptions; Why some science concepts are demanding; Designing Instruction; SUMMARY. | |
| 504 | |a Includes bibliographical references. | ||
| 546 | |a English. | ||
| 650 | 0 | |a Science |x Study and teaching |z Europe. | |
| 650 | 6 | |a Sciences |x Étude et enseignement |z Europe. | |
| 650 | 7 | |a SCIENCE |x Study & Teaching. |2 bisacsh | |
| 650 | 7 | |a Education. |2 eclas | |
| 650 | 7 | |a Sciences sociales. |2 eclas | |
| 650 | 7 | |a Sciences humaines. |2 eclas | |
| 650 | 7 | |a Science |x Study and teaching |2 fast | |
| 651 | 7 | |a Europe |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJxCxPbbk4CPJDQJb4r6rq | |
| 653 | 4 | |a Education. | |
| 700 | 1 | |a Jorde, Doris. | |
| 700 | 1 | |a Dillon, Justin. | |
| 758 | |i has work: |a Science education research and practice in Europe (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFvxJyPXwVFqBbkRYVbVvd |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Jorde, Doris. |t Science Education Research and Practice in Europe : Retrospective and Prospective. |d Dordrecht : Springer, ©1900 |
| 830 | 0 | |a Cultural perspectives in science education. |p Distinguished contributors ; |v v. 5. |0 http://id.loc.gov/authorities/names/no2010147018 | |
| 856 | 4 | 0 | |l FWS01 |p ZDB-4-EBA |q FWS_PDA_EBA |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=532530 |3 Volltext |
| 938 | |a Askews and Holts Library Services |b ASKH |n BDZ0026356583 | ||
| 938 | |a Coutts Information Services |b COUT |n 24556207 | ||
| 938 | |a EBSCOhost |b EBSC |n 532530 | ||
| 938 | |a YBP Library Services |b YANK |n 9968639 | ||
| 994 | |a 92 |b GEBAY | ||
| 912 | |a ZDB-4-EBA | ||
| 049 | |a DE-863 | ||
Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-ocn823732016 |
|---|---|
| _version_ | 1816882218896719872 |
| adam_text | |
| any_adam_object | |
| author2 | Jorde, Doris Dillon, Justin |
| author2_role | |
| author2_variant | d j dj j d jd |
| author_facet | Jorde, Doris Dillon, Justin |
| author_sort | Jorde, Doris |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | Q - Science |
| callnumber-label | Q183 |
| callnumber-raw | Q183.4.E85 S35 2012 |
| callnumber-search | Q183.4.E85 S35 2012 |
| callnumber-sort | Q 3183.4 E85 S35 42012 |
| callnumber-subject | Q - General Science |
| collection | ZDB-4-EBA |
| contents | Science Education Research and Practice in Europe; ACKNOWLEDGEMENTS; CONTENTS; 1. SCIENCE EDUCATION RESEARCH AND PRACTICEIN EUROPE: RETROSPECTIVE AND PROSPECTIVE; INTRODUCTION; WHAT COUNTS AS EUROPE?; A RETROSPECTIVE LOOK AT SCIENCE EDUCATION IN EUROPE; England: An Example of the Development of Science Education in Europe; RESEARCH IN SCIENCE EDUCATION IN EUROPE; POLICY TEXTS AND THE NATURE OF SCIENCE EDUCATION; SCIENCE EDUCATION RESEARCH AND DEVELOPMENT IN THE EU; REFERENCES; AFFILIATIONS; 2. THE MODEL OF EDUCATIONAL RECONSTRUCTION -- A FRAMEWORK FOR IMPROVING TEACHING AND LEARNING SCIENCE. OVERVIEWON THE INTERRDISCIPLINARRY NATURE OFF SCIENCE EDDUCATION; TRADITIONS OF SCIENCE EDUCATION RESEARCH; THE GERMAN TRADITION OF BILDUNG AND DIDAKTIK; THE MODEL OF EDUCATIONAL RECONSTRUCTION; Introductory Remarks; Epistemological Orientation; Overview of the Model; Component (1): Clarification and Analysis of Science Content; Component (2): Research on Teaching and Learning; Component (3): Design and Evaluation of Teaching and Learning Environments; The Recursive Process of Educational Reconstruction; The Model of Educational Reconstruction and Other Models of Instructional Design. CONCLUSIONS -- ON THE ROLE OF THE MODEL OF EDUCATIONALThe Model of Educational Reconstruction as a Framework for Science Education Research; Conceptual Reconstruction; The Model of Educational Reconstruction as a Model for Teacher Professional Development; The Model of Educational Reconstruction for Teacher Education; CODA; NOTES; REFERENCES; AFFILIATIONS; 3. TRANSCENDING SCIENCE: SCIENTIFIC LITERACY AND BILDUNG FOR THE 21ST CENTURY; OVERVIEW; INTRODUCTION; Bildung; Vision 1 and Vision 2; Transcending Science; THE DIMENSION OF NORMATIVITY; Moral/ethical; Political; Norms; Aesthetics. TransformationTEACHING AND LEARNING SCIENCE AS ACTION; Situating Science in an Activity; The Quest for Relevant Activities; A Pragmatist Interpretation; Developing Science Activities; LANGUAGE AND SCIENCE EDUCATION; Modes of Communication; Language Dimensions; CONCLUDING REMARKS; ACKNOWLEDGEMENTS; REFERENCES; 4. HOW RESEARCH ON STUDENTS' PROCESSES OF CONCEPT FORMATION CAN INFORM CURRICULUM DEVELOPMENT; ABSTRACT; INTRODUCTION; A BRIEF CRITICAL DISCUSSION OF RESEARCH ON CONCEPTUAL CHANGE; Theoretical Descriptions of Concepts and Conceptual Change; Concepts; Conceptual Change. Empirical Approaches towards Investigating Conceptual ChangeCONCLUSIONS; SAMPLE, PROCEDURES, AND METHODS; Procedures and Samples; Methods; EMPIRICAL RESULTS ON STUDENTS' PROCESSES OF CONCEPT FORMATION; Conceptual Qualities; From Conceptual Qualities to the Learning of Concepts; Phenomenon-Based and Model-Based Concepts; PHYSICS INSTRUCTION; Misconceptions and Demanding Science Concepts; Misconceptions as a Result of Generalization Over Classes of (Everyday) Phenomena; Misconceptions as a result of missing conceptions; Why some science concepts are demanding; Designing Instruction; SUMMARY. |
| ctrlnum | (OCoLC)823732016 |
| dewey-full | 507.1/04 |
| dewey-hundreds | 500 - Natural sciences and mathematics |
| dewey-ones | 507 - Education, research, related topics |
| dewey-raw | 507.1/04 |
| dewey-search | 507.1/04 |
| dewey-sort | 3507.1 14 |
| dewey-tens | 500 - Natural sciences and mathematics |
| discipline | Allgemeine Naturwissenschaft |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>07418cam a2200697 a 4500</leader><controlfield tag="001">ZDB-4-EBA-ocn823732016</controlfield><controlfield tag="003">OCoLC</controlfield><controlfield tag="005">20241004212047.0</controlfield><controlfield tag="006">m o d </controlfield><controlfield tag="007">cr cnu---unuuu</controlfield><controlfield tag="008">130109s2012 ne ob 000 0 eng d</controlfield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">GW5XE</subfield><subfield code="b">eng</subfield><subfield code="e">pn</subfield><subfield code="c">GW5XE</subfield><subfield code="d">YDXCP</subfield><subfield code="d">COO</subfield><subfield code="d">UMC</subfield><subfield code="d">N$T</subfield><subfield code="d">UMC</subfield><subfield code="d">COD</subfield><subfield code="d">IDEBK</subfield><subfield code="d">E7B</subfield><subfield code="d">SNK</subfield><subfield code="d">OCLCA</subfield><subfield code="d">CDX</subfield><subfield code="d">OCLCF</subfield><subfield code="d">BEDGE</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">EBLCP</subfield><subfield code="d">DEBSZ</subfield><subfield code="d">DEBBG</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">AZK</subfield><subfield code="d">AGLDB</subfield><subfield code="d">Z5A</subfield><subfield code="d">MOR</subfield><subfield code="d">PIFAG</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">MERUC</subfield><subfield code="d">ESU</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">IOG</subfield><subfield code="d">ZCU</subfield><subfield code="d">U3W</subfield><subfield code="d">REB</subfield><subfield code="d">STF</subfield><subfield code="d">WRM</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">VTS</subfield><subfield code="d">CEF</subfield><subfield code="d">NRAMU</subfield><subfield code="d">MUO</subfield><subfield code="d">ICG</subfield><subfield code="d">INT</subfield><subfield code="d">OCLCA</subfield><subfield code="d">WYU</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">YOU</subfield><subfield code="d">TKN</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">LEAUB</subfield><subfield code="d">DKC</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">M8D</subfield><subfield code="d">UKAHL</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">UKCRE</subfield><subfield code="d">AJS</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">QGK</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">GA0</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCL</subfield><subfield code="d">OCLCQ</subfield></datafield><datafield tag="019" ind1=" " ind2=" "><subfield code="a">823722469</subfield><subfield code="a">961489142</subfield><subfield code="a">962625224</subfield><subfield code="a">988481479</subfield><subfield code="a">992088986</subfield><subfield code="a">1037941086</subfield><subfield code="a">1038698481</subfield><subfield code="a">1045513895</subfield><subfield code="a">1077280156</subfield><subfield code="a">1153487345</subfield><subfield code="a">1259169141</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9789460919008</subfield><subfield code="q">(electronic bk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9460919006</subfield><subfield code="q">(electronic bk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9789460918988</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9789460918995</subfield></datafield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/978-94-6091-900-8</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)823732016</subfield><subfield code="z">(OCoLC)823722469</subfield><subfield code="z">(OCoLC)961489142</subfield><subfield code="z">(OCoLC)962625224</subfield><subfield code="z">(OCoLC)988481479</subfield><subfield code="z">(OCoLC)992088986</subfield><subfield code="z">(OCoLC)1037941086</subfield><subfield code="z">(OCoLC)1038698481</subfield><subfield code="z">(OCoLC)1045513895</subfield><subfield code="z">(OCoLC)1077280156</subfield><subfield code="z">(OCoLC)1153487345</subfield><subfield code="z">(OCoLC)1259169141</subfield></datafield><datafield tag="043" ind1=" " ind2=" "><subfield code="a">e------</subfield></datafield><datafield tag="050" ind1=" " ind2="4"><subfield code="a">Q183.4.E85</subfield><subfield code="b">S35 2012</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">SCI</subfield><subfield code="x">063000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">JN</subfield><subfield code="2">bicssc</subfield></datafield><datafield tag="082" ind1="7" ind2=" "><subfield code="a">507.1/04</subfield><subfield code="2">23</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">MAIN</subfield></datafield><datafield tag="245" ind1="0" ind2="0"><subfield code="a">Science education research and practice in Europe :</subfield><subfield code="b">retrospective and prospective /</subfield><subfield code="c">edited by Doris Jorde, Justin Dillon.</subfield></datafield><datafield tag="260" ind1=" " ind2=" "><subfield code="a">Rotterdam ;</subfield><subfield code="a">Boston :</subfield><subfield code="b">SensePublishers,</subfield><subfield code="c">©2012.</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource.</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="347" ind1=" " ind2=" "><subfield code="a">data file</subfield></datafield><datafield tag="490" ind1="1" ind2=" "><subfield code="a">Cultural perspectives in science education. Distinguished contributors ;</subfield><subfield code="v">v. 5</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Each volume in the 7-volume series The World of Science Education reviews research in a key region of the world. These regions include North America, South and Latin America, Asia, Australia and New Zealand, Europe, Arab States, and Sub-Saharan Africa. The focus of this Handbook is on science education in Europe. In producing this volume the editors have invited a range of authors to describe their research in the context of developments in the continent and further afield. In reading this book you are invited to consider the historical, social and political contexts that have driven developments in science education research over the years. A unique feature of science education in Europe is the impact of the European Union on research and development over many years. A growing number of multi-national projects have contributed to the establishment of a community of researchers increasingly accepting of methodological diversity. That is not to say that Europe is moving towards homogeneity, as this volume clearly shows.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">Science Education Research and Practice in Europe; ACKNOWLEDGEMENTS; CONTENTS; 1. SCIENCE EDUCATION RESEARCH AND PRACTICEIN EUROPE: RETROSPECTIVE AND PROSPECTIVE; INTRODUCTION; WHAT COUNTS AS EUROPE?; A RETROSPECTIVE LOOK AT SCIENCE EDUCATION IN EUROPE; England: An Example of the Development of Science Education in Europe; RESEARCH IN SCIENCE EDUCATION IN EUROPE; POLICY TEXTS AND THE NATURE OF SCIENCE EDUCATION; SCIENCE EDUCATION RESEARCH AND DEVELOPMENT IN THE EU; REFERENCES; AFFILIATIONS; 2. THE MODEL OF EDUCATIONAL RECONSTRUCTION -- A FRAMEWORK FOR IMPROVING TEACHING AND LEARNING SCIENCE.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">OVERVIEWON THE INTERRDISCIPLINARRY NATURE OFF SCIENCE EDDUCATION; TRADITIONS OF SCIENCE EDUCATION RESEARCH; THE GERMAN TRADITION OF BILDUNG AND DIDAKTIK; THE MODEL OF EDUCATIONAL RECONSTRUCTION; Introductory Remarks; Epistemological Orientation; Overview of the Model; Component (1): Clarification and Analysis of Science Content; Component (2): Research on Teaching and Learning; Component (3): Design and Evaluation of Teaching and Learning Environments; The Recursive Process of Educational Reconstruction; The Model of Educational Reconstruction and Other Models of Instructional Design.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">CONCLUSIONS -- ON THE ROLE OF THE MODEL OF EDUCATIONALThe Model of Educational Reconstruction as a Framework for Science Education Research; Conceptual Reconstruction; The Model of Educational Reconstruction as a Model for Teacher Professional Development; The Model of Educational Reconstruction for Teacher Education; CODA; NOTES; REFERENCES; AFFILIATIONS; 3. TRANSCENDING SCIENCE: SCIENTIFIC LITERACY AND BILDUNG FOR THE 21ST CENTURY; OVERVIEW; INTRODUCTION; Bildung; Vision 1 and Vision 2; Transcending Science; THE DIMENSION OF NORMATIVITY; Moral/ethical; Political; Norms; Aesthetics.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">TransformationTEACHING AND LEARNING SCIENCE AS ACTION; Situating Science in an Activity; The Quest for Relevant Activities; A Pragmatist Interpretation; Developing Science Activities; LANGUAGE AND SCIENCE EDUCATION; Modes of Communication; Language Dimensions; CONCLUDING REMARKS; ACKNOWLEDGEMENTS; REFERENCES; 4. HOW RESEARCH ON STUDENTS' PROCESSES OF CONCEPT FORMATION CAN INFORM CURRICULUM DEVELOPMENT; ABSTRACT; INTRODUCTION; A BRIEF CRITICAL DISCUSSION OF RESEARCH ON CONCEPTUAL CHANGE; Theoretical Descriptions of Concepts and Conceptual Change; Concepts; Conceptual Change.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Empirical Approaches towards Investigating Conceptual ChangeCONCLUSIONS; SAMPLE, PROCEDURES, AND METHODS; Procedures and Samples; Methods; EMPIRICAL RESULTS ON STUDENTS' PROCESSES OF CONCEPT FORMATION; Conceptual Qualities; From Conceptual Qualities to the Learning of Concepts; Phenomenon-Based and Model-Based Concepts; PHYSICS INSTRUCTION; Misconceptions and Demanding Science Concepts; Misconceptions as a Result of Generalization Over Classes of (Everyday) Phenomena; Misconceptions as a result of missing conceptions; Why some science concepts are demanding; Designing Instruction; SUMMARY.</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references.</subfield></datafield><datafield tag="546" ind1=" " ind2=" "><subfield code="a">English.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Science</subfield><subfield code="x">Study and teaching</subfield><subfield code="z">Europe.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Sciences</subfield><subfield code="x">Étude et enseignement</subfield><subfield code="z">Europe.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">SCIENCE</subfield><subfield code="x">Study & Teaching.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Education.</subfield><subfield code="2">eclas</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Sciences sociales.</subfield><subfield code="2">eclas</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Sciences humaines.</subfield><subfield code="2">eclas</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Science</subfield><subfield code="x">Study and teaching</subfield><subfield code="2">fast</subfield></datafield><datafield tag="651" ind1=" " ind2="7"><subfield code="a">Europe</subfield><subfield code="2">fast</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PBJxCxPbbk4CPJDQJb4r6rq</subfield></datafield><datafield tag="653" ind1=" " ind2="4"><subfield code="a">Education.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Jorde, Doris.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Dillon, Justin.</subfield></datafield><datafield tag="758" ind1=" " ind2=" "><subfield code="i">has work:</subfield><subfield code="a">Science education research and practice in Europe (Text)</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PCFvxJyPXwVFqBbkRYVbVvd</subfield><subfield code="4">https://id.oclc.org/worldcat/ontology/hasWork</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="a">Jorde, Doris.</subfield><subfield code="t">Science Education Research and Practice in Europe : Retrospective and Prospective.</subfield><subfield code="d">Dordrecht : Springer, ©1900</subfield></datafield><datafield tag="830" ind1=" " ind2="0"><subfield code="a">Cultural perspectives in science education.</subfield><subfield code="p">Distinguished contributors ;</subfield><subfield code="v">v. 5.</subfield><subfield code="0">http://id.loc.gov/authorities/names/no2010147018</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="l">FWS01</subfield><subfield code="p">ZDB-4-EBA</subfield><subfield code="q">FWS_PDA_EBA</subfield><subfield code="u">https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=532530</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">Askews and Holts Library Services</subfield><subfield code="b">ASKH</subfield><subfield code="n">BDZ0026356583</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">Coutts Information Services</subfield><subfield code="b">COUT</subfield><subfield code="n">24556207</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">EBSCOhost</subfield><subfield code="b">EBSC</subfield><subfield code="n">532530</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">YBP Library Services</subfield><subfield code="b">YANK</subfield><subfield code="n">9968639</subfield></datafield><datafield tag="994" ind1=" " ind2=" "><subfield code="a">92</subfield><subfield code="b">GEBAY</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-EBA</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-863</subfield></datafield></record></collection> |
| geographic | Europe fast https://id.oclc.org/worldcat/entity/E39PBJxCxPbbk4CPJDQJb4r6rq |
| geographic_facet | Europe |
| id | ZDB-4-EBA-ocn823732016 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:25:08Z |
| institution | BVB |
| isbn | 9789460919008 9460919006 |
| language | English |
| oclc_num | 823732016 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource. |
| psigel | ZDB-4-EBA |
| publishDate | 2012 |
| publishDateSearch | 2012 |
| publishDateSort | 2012 |
| publisher | SensePublishers, |
| record_format | marc |
| series | Cultural perspectives in science education. Distinguished contributors ; |
| series2 | Cultural perspectives in science education. Distinguished contributors ; |
| spelling | Science education research and practice in Europe : retrospective and prospective / edited by Doris Jorde, Justin Dillon. Rotterdam ; Boston : SensePublishers, ©2012. 1 online resource. text txt rdacontent computer c rdamedia online resource cr rdacarrier data file Cultural perspectives in science education. Distinguished contributors ; v. 5 Each volume in the 7-volume series The World of Science Education reviews research in a key region of the world. These regions include North America, South and Latin America, Asia, Australia and New Zealand, Europe, Arab States, and Sub-Saharan Africa. The focus of this Handbook is on science education in Europe. In producing this volume the editors have invited a range of authors to describe their research in the context of developments in the continent and further afield. In reading this book you are invited to consider the historical, social and political contexts that have driven developments in science education research over the years. A unique feature of science education in Europe is the impact of the European Union on research and development over many years. A growing number of multi-national projects have contributed to the establishment of a community of researchers increasingly accepting of methodological diversity. That is not to say that Europe is moving towards homogeneity, as this volume clearly shows. Science Education Research and Practice in Europe; ACKNOWLEDGEMENTS; CONTENTS; 1. SCIENCE EDUCATION RESEARCH AND PRACTICEIN EUROPE: RETROSPECTIVE AND PROSPECTIVE; INTRODUCTION; WHAT COUNTS AS EUROPE?; A RETROSPECTIVE LOOK AT SCIENCE EDUCATION IN EUROPE; England: An Example of the Development of Science Education in Europe; RESEARCH IN SCIENCE EDUCATION IN EUROPE; POLICY TEXTS AND THE NATURE OF SCIENCE EDUCATION; SCIENCE EDUCATION RESEARCH AND DEVELOPMENT IN THE EU; REFERENCES; AFFILIATIONS; 2. THE MODEL OF EDUCATIONAL RECONSTRUCTION -- A FRAMEWORK FOR IMPROVING TEACHING AND LEARNING SCIENCE. OVERVIEWON THE INTERRDISCIPLINARRY NATURE OFF SCIENCE EDDUCATION; TRADITIONS OF SCIENCE EDUCATION RESEARCH; THE GERMAN TRADITION OF BILDUNG AND DIDAKTIK; THE MODEL OF EDUCATIONAL RECONSTRUCTION; Introductory Remarks; Epistemological Orientation; Overview of the Model; Component (1): Clarification and Analysis of Science Content; Component (2): Research on Teaching and Learning; Component (3): Design and Evaluation of Teaching and Learning Environments; The Recursive Process of Educational Reconstruction; The Model of Educational Reconstruction and Other Models of Instructional Design. CONCLUSIONS -- ON THE ROLE OF THE MODEL OF EDUCATIONALThe Model of Educational Reconstruction as a Framework for Science Education Research; Conceptual Reconstruction; The Model of Educational Reconstruction as a Model for Teacher Professional Development; The Model of Educational Reconstruction for Teacher Education; CODA; NOTES; REFERENCES; AFFILIATIONS; 3. TRANSCENDING SCIENCE: SCIENTIFIC LITERACY AND BILDUNG FOR THE 21ST CENTURY; OVERVIEW; INTRODUCTION; Bildung; Vision 1 and Vision 2; Transcending Science; THE DIMENSION OF NORMATIVITY; Moral/ethical; Political; Norms; Aesthetics. TransformationTEACHING AND LEARNING SCIENCE AS ACTION; Situating Science in an Activity; The Quest for Relevant Activities; A Pragmatist Interpretation; Developing Science Activities; LANGUAGE AND SCIENCE EDUCATION; Modes of Communication; Language Dimensions; CONCLUDING REMARKS; ACKNOWLEDGEMENTS; REFERENCES; 4. HOW RESEARCH ON STUDENTS' PROCESSES OF CONCEPT FORMATION CAN INFORM CURRICULUM DEVELOPMENT; ABSTRACT; INTRODUCTION; A BRIEF CRITICAL DISCUSSION OF RESEARCH ON CONCEPTUAL CHANGE; Theoretical Descriptions of Concepts and Conceptual Change; Concepts; Conceptual Change. Empirical Approaches towards Investigating Conceptual ChangeCONCLUSIONS; SAMPLE, PROCEDURES, AND METHODS; Procedures and Samples; Methods; EMPIRICAL RESULTS ON STUDENTS' PROCESSES OF CONCEPT FORMATION; Conceptual Qualities; From Conceptual Qualities to the Learning of Concepts; Phenomenon-Based and Model-Based Concepts; PHYSICS INSTRUCTION; Misconceptions and Demanding Science Concepts; Misconceptions as a Result of Generalization Over Classes of (Everyday) Phenomena; Misconceptions as a result of missing conceptions; Why some science concepts are demanding; Designing Instruction; SUMMARY. Includes bibliographical references. English. Science Study and teaching Europe. Sciences Étude et enseignement Europe. SCIENCE Study & Teaching. bisacsh Education. eclas Sciences sociales. eclas Sciences humaines. eclas Science Study and teaching fast Europe fast https://id.oclc.org/worldcat/entity/E39PBJxCxPbbk4CPJDQJb4r6rq Education. Jorde, Doris. Dillon, Justin. has work: Science education research and practice in Europe (Text) https://id.oclc.org/worldcat/entity/E39PCFvxJyPXwVFqBbkRYVbVvd https://id.oclc.org/worldcat/ontology/hasWork Print version: Jorde, Doris. Science Education Research and Practice in Europe : Retrospective and Prospective. Dordrecht : Springer, ©1900 Cultural perspectives in science education. Distinguished contributors ; v. 5. http://id.loc.gov/authorities/names/no2010147018 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=532530 Volltext |
| spellingShingle | Science education research and practice in Europe : retrospective and prospective / Cultural perspectives in science education. Distinguished contributors ; Science Education Research and Practice in Europe; ACKNOWLEDGEMENTS; CONTENTS; 1. SCIENCE EDUCATION RESEARCH AND PRACTICEIN EUROPE: RETROSPECTIVE AND PROSPECTIVE; INTRODUCTION; WHAT COUNTS AS EUROPE?; A RETROSPECTIVE LOOK AT SCIENCE EDUCATION IN EUROPE; England: An Example of the Development of Science Education in Europe; RESEARCH IN SCIENCE EDUCATION IN EUROPE; POLICY TEXTS AND THE NATURE OF SCIENCE EDUCATION; SCIENCE EDUCATION RESEARCH AND DEVELOPMENT IN THE EU; REFERENCES; AFFILIATIONS; 2. THE MODEL OF EDUCATIONAL RECONSTRUCTION -- A FRAMEWORK FOR IMPROVING TEACHING AND LEARNING SCIENCE. OVERVIEWON THE INTERRDISCIPLINARRY NATURE OFF SCIENCE EDDUCATION; TRADITIONS OF SCIENCE EDUCATION RESEARCH; THE GERMAN TRADITION OF BILDUNG AND DIDAKTIK; THE MODEL OF EDUCATIONAL RECONSTRUCTION; Introductory Remarks; Epistemological Orientation; Overview of the Model; Component (1): Clarification and Analysis of Science Content; Component (2): Research on Teaching and Learning; Component (3): Design and Evaluation of Teaching and Learning Environments; The Recursive Process of Educational Reconstruction; The Model of Educational Reconstruction and Other Models of Instructional Design. CONCLUSIONS -- ON THE ROLE OF THE MODEL OF EDUCATIONALThe Model of Educational Reconstruction as a Framework for Science Education Research; Conceptual Reconstruction; The Model of Educational Reconstruction as a Model for Teacher Professional Development; The Model of Educational Reconstruction for Teacher Education; CODA; NOTES; REFERENCES; AFFILIATIONS; 3. TRANSCENDING SCIENCE: SCIENTIFIC LITERACY AND BILDUNG FOR THE 21ST CENTURY; OVERVIEW; INTRODUCTION; Bildung; Vision 1 and Vision 2; Transcending Science; THE DIMENSION OF NORMATIVITY; Moral/ethical; Political; Norms; Aesthetics. TransformationTEACHING AND LEARNING SCIENCE AS ACTION; Situating Science in an Activity; The Quest for Relevant Activities; A Pragmatist Interpretation; Developing Science Activities; LANGUAGE AND SCIENCE EDUCATION; Modes of Communication; Language Dimensions; CONCLUDING REMARKS; ACKNOWLEDGEMENTS; REFERENCES; 4. HOW RESEARCH ON STUDENTS' PROCESSES OF CONCEPT FORMATION CAN INFORM CURRICULUM DEVELOPMENT; ABSTRACT; INTRODUCTION; A BRIEF CRITICAL DISCUSSION OF RESEARCH ON CONCEPTUAL CHANGE; Theoretical Descriptions of Concepts and Conceptual Change; Concepts; Conceptual Change. Empirical Approaches towards Investigating Conceptual ChangeCONCLUSIONS; SAMPLE, PROCEDURES, AND METHODS; Procedures and Samples; Methods; EMPIRICAL RESULTS ON STUDENTS' PROCESSES OF CONCEPT FORMATION; Conceptual Qualities; From Conceptual Qualities to the Learning of Concepts; Phenomenon-Based and Model-Based Concepts; PHYSICS INSTRUCTION; Misconceptions and Demanding Science Concepts; Misconceptions as a Result of Generalization Over Classes of (Everyday) Phenomena; Misconceptions as a result of missing conceptions; Why some science concepts are demanding; Designing Instruction; SUMMARY. Science Study and teaching Europe. Sciences Étude et enseignement Europe. SCIENCE Study & Teaching. bisacsh Education. eclas Sciences sociales. eclas Sciences humaines. eclas Science Study and teaching fast |
| title | Science education research and practice in Europe : retrospective and prospective / |
| title_auth | Science education research and practice in Europe : retrospective and prospective / |
| title_exact_search | Science education research and practice in Europe : retrospective and prospective / |
| title_full | Science education research and practice in Europe : retrospective and prospective / edited by Doris Jorde, Justin Dillon. |
| title_fullStr | Science education research and practice in Europe : retrospective and prospective / edited by Doris Jorde, Justin Dillon. |
| title_full_unstemmed | Science education research and practice in Europe : retrospective and prospective / edited by Doris Jorde, Justin Dillon. |
| title_short | Science education research and practice in Europe : |
| title_sort | science education research and practice in europe retrospective and prospective |
| title_sub | retrospective and prospective / |
| topic | Science Study and teaching Europe. Sciences Étude et enseignement Europe. SCIENCE Study & Teaching. bisacsh Education. eclas Sciences sociales. eclas Sciences humaines. eclas Science Study and teaching fast |
| topic_facet | Science Study and teaching Europe. Sciences Étude et enseignement Europe. SCIENCE Study & Teaching. Education. Sciences sociales. Sciences humaines. Science Study and teaching Europe |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=532530 |
| work_keys_str_mv | AT jordedoris scienceeducationresearchandpracticeineuroperetrospectiveandprospective AT dillonjustin scienceeducationresearchandpracticeineuroperetrospectiveandprospective |