Teaching for conceptual understanding in science /:
This book explores where science education has been and where it's going. It emphasizes how knowing the history and nature of science can help educators engage in teaching for conceptual understanding and conceptual change, and stresses the importance of formative assessment.
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Weitere Verfasser: | |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Arlington, Virginia :
NSTA Press, National Science Teachers Association,
[2015]
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | This book explores where science education has been and where it's going. It emphasizes how knowing the history and nature of science can help educators engage in teaching for conceptual understanding and conceptual change, and stresses the importance of formative assessment. |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781941316764 194131676X |
Internformat
MARC
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| 245 | 1 | 0 | |a Teaching for conceptual understanding in science / |c Richard Konicek-Moran and Page Keeley. |
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| 505 | 0 | |a Teaching science for conceptual understanding : an overview -- What can we learn about conceptual understanding by examining the history of science? -- What is the nature of science and what does it mean for conceptual understanding of science? -- How does the nature of children's thinking relate to teaching for conceptual understanding? -- What can we learn about teaching for conceptual understanding by examining the history of science education? -- How is conceptual understanding developed through the three dimensions and learning strands? -- How does the use of instructional models support teaching for conceptual understanding? -- What are some instructional strategies that support conceptual understanding? -- How does linking assessment, instruction, and learning support conceptual understanding? -- How can informal science and every day out of school experiences support conceptual understanding? | |
| 588 | 0 | |a Print version record and CIP data provided by publisher. | |
| 520 | |a This book explores where science education has been and where it's going. It emphasizes how knowing the history and nature of science can help educators engage in teaching for conceptual understanding and conceptual change, and stresses the importance of formative assessment. | ||
| 650 | 0 | |a Science |x Study and teaching. | |
| 650 | 0 | |a Concept learning. |0 http://id.loc.gov/authorities/subjects/sh85029615 | |
| 650 | 0 | |a Concepts in children. |0 http://id.loc.gov/authorities/subjects/sh89000715 | |
| 650 | 6 | |a Sciences |x Étude et enseignement. | |
| 650 | 6 | |a Apprentissage de concepts. | |
| 650 | 6 | |a Concepts chez l'enfant. | |
| 650 | 7 | |a SCIENCE / Study & Teaching |2 bisacsh | |
| 650 | 7 | |a Concept learning |2 fast | |
| 650 | 7 | |a Concepts in children |2 fast | |
| 650 | 7 | |a Science |x Study and teaching |2 fast | |
| 700 | 1 | |a Keeley, Page. | |
| 776 | 0 | 8 | |i Print version: |a Konicek-Moran, Richard. |t Teaching for conceptual understanding in science. |d Arlington, Virginia : NSTA Press, National Science Teachers Association, [2015] |z 9781938946103 |w (DLC) 2015001203 |w (OCoLC)900194470 |
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| contents | Teaching science for conceptual understanding : an overview -- What can we learn about conceptual understanding by examining the history of science? -- What is the nature of science and what does it mean for conceptual understanding of science? -- How does the nature of children's thinking relate to teaching for conceptual understanding? -- What can we learn about teaching for conceptual understanding by examining the history of science education? -- How is conceptual understanding developed through the three dimensions and learning strands? -- How does the use of instructional models support teaching for conceptual understanding? -- What are some instructional strategies that support conceptual understanding? -- How does linking assessment, instruction, and learning support conceptual understanding? -- How can informal science and every day out of school experiences support conceptual understanding? |
| ctrlnum | (OCoLC)900194513 |
| dewey-full | 507.1/2 |
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| dewey-ones | 507 - Education, research, related topics |
| dewey-raw | 507.1/2 |
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| dewey-sort | 3507.1 12 |
| dewey-tens | 500 - Natural sciences and mathematics |
| discipline | Allgemeine Naturwissenschaft |
| format | Electronic eBook |
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| isbn | 9781941316764 194131676X |
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| spelling | Konicek-Moran, Richard. Teaching for conceptual understanding in science / Richard Konicek-Moran and Page Keeley. Arlington, Virginia : NSTA Press, National Science Teachers Association, [2015] 1 online resource text txt rdacontent computer n rdamedia online resource nc rdacarrier Includes bibliographical references and index. Teaching science for conceptual understanding : an overview -- What can we learn about conceptual understanding by examining the history of science? -- What is the nature of science and what does it mean for conceptual understanding of science? -- How does the nature of children's thinking relate to teaching for conceptual understanding? -- What can we learn about teaching for conceptual understanding by examining the history of science education? -- How is conceptual understanding developed through the three dimensions and learning strands? -- How does the use of instructional models support teaching for conceptual understanding? -- What are some instructional strategies that support conceptual understanding? -- How does linking assessment, instruction, and learning support conceptual understanding? -- How can informal science and every day out of school experiences support conceptual understanding? Print version record and CIP data provided by publisher. This book explores where science education has been and where it's going. It emphasizes how knowing the history and nature of science can help educators engage in teaching for conceptual understanding and conceptual change, and stresses the importance of formative assessment. Science Study and teaching. Concept learning. http://id.loc.gov/authorities/subjects/sh85029615 Concepts in children. http://id.loc.gov/authorities/subjects/sh89000715 Sciences Étude et enseignement. Apprentissage de concepts. Concepts chez l'enfant. SCIENCE / Study & Teaching bisacsh Concept learning fast Concepts in children fast Science Study and teaching fast Keeley, Page. Print version: Konicek-Moran, Richard. Teaching for conceptual understanding in science. Arlington, Virginia : NSTA Press, National Science Teachers Association, [2015] 9781938946103 (DLC) 2015001203 (OCoLC)900194470 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1538557 Volltext |
| spellingShingle | Konicek-Moran, Richard Teaching for conceptual understanding in science / Teaching science for conceptual understanding : an overview -- What can we learn about conceptual understanding by examining the history of science? -- What is the nature of science and what does it mean for conceptual understanding of science? -- How does the nature of children's thinking relate to teaching for conceptual understanding? -- What can we learn about teaching for conceptual understanding by examining the history of science education? -- How is conceptual understanding developed through the three dimensions and learning strands? -- How does the use of instructional models support teaching for conceptual understanding? -- What are some instructional strategies that support conceptual understanding? -- How does linking assessment, instruction, and learning support conceptual understanding? -- How can informal science and every day out of school experiences support conceptual understanding? Science Study and teaching. Concept learning. http://id.loc.gov/authorities/subjects/sh85029615 Concepts in children. http://id.loc.gov/authorities/subjects/sh89000715 Sciences Étude et enseignement. Apprentissage de concepts. Concepts chez l'enfant. SCIENCE / Study & Teaching bisacsh Concept learning fast Concepts in children fast Science Study and teaching fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85029615 http://id.loc.gov/authorities/subjects/sh89000715 |
| title | Teaching for conceptual understanding in science / |
| title_auth | Teaching for conceptual understanding in science / |
| title_exact_search | Teaching for conceptual understanding in science / |
| title_full | Teaching for conceptual understanding in science / Richard Konicek-Moran and Page Keeley. |
| title_fullStr | Teaching for conceptual understanding in science / Richard Konicek-Moran and Page Keeley. |
| title_full_unstemmed | Teaching for conceptual understanding in science / Richard Konicek-Moran and Page Keeley. |
| title_short | Teaching for conceptual understanding in science / |
| title_sort | teaching for conceptual understanding in science |
| topic | Science Study and teaching. Concept learning. http://id.loc.gov/authorities/subjects/sh85029615 Concepts in children. http://id.loc.gov/authorities/subjects/sh89000715 Sciences Étude et enseignement. Apprentissage de concepts. Concepts chez l'enfant. SCIENCE / Study & Teaching bisacsh Concept learning fast Concepts in children fast Science Study and teaching fast |
| topic_facet | Science Study and teaching. Concept learning. Concepts in children. Sciences Étude et enseignement. Apprentissage de concepts. Concepts chez l'enfant. SCIENCE / Study & Teaching Concept learning Concepts in children Science Study and teaching |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1538557 |
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