Science education :: an international course companion /
"This book comprises a wide range of scholarly essays introducing readers to key topics and issues in science education. Science education has become a well established field in its own right, with a vast literature, and many active areas of scholarship. Science Education: An International Cour...
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam :
Sense Publishers,
[2017]
|
| Schriftenreihe: | New directions in mathematics and science education ;
v. 31. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "This book comprises a wide range of scholarly essays introducing readers to key topics and issues in science education. Science education has become a well established field in its own right, with a vast literature, and many active areas of scholarship. Science Education: An International Course Companion offers an entry point for students seeking a sound but introductory understanding of the key perspectives and areas of thinking in science education. Each account is self-contained and offers a scholarly and research-informed introduction to a particular topic, theme, or perspective, with both citations to key literature and recommendations for more advanced reading. Science Education: An International Course Companion allows readers (such as those preparing for school science teaching, or seeking more advanced specialist qualifications) to obtain a broad familiarity with key issues across the field as well as guiding wider reading about particular topics of interest. The book therefore acts as a reader to support learning across courses in science education internationally. The broad coverage of topics is such that that the book will support students following a diverse range of courses and qualifications. The comprehensive nature of the book will allow course leaders and departments to nominate the book as the key reader to support students - their core 'course companion' in science education." |
| Beschreibung: | 1 online resource (x, 606 pages) : illustrations |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9789463007481 9463007482 9789463007474 9463007474 9789463007498 9463007490 |
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| 264 | 1 | |a Rotterdam : |b Sense Publishers, |c [2017] | |
| 264 | 4 | |c ©2017 | |
| 300 | |a 1 online resource (x, 606 pages) : |b illustrations | ||
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| 490 | 1 | |a New directions in mathematics and science education ; |v volume 31 | |
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a TABLE OF CONTENTS; PREFACE; INTRODUCTION; 1. SCIENCE EDUCATION AS A FIELD OF SCHOLARSHIP; SCIENCE EDUCATION PRACTICE AND RESEARCH; The Focus of Science Education as a Field of Scholarship; EDUCATIONAL RESEARCH AND SER; Levels of SER; Embedded SER; Inherent SER; SCIENCE TEACHER CLASSROOM RESEARCH; WHAT MAKES A FIELD?; HOW IS RESEARCH CARRIED OUT IN SCIENCE EDUCATION?; Experimental Research in Education; Alternatives to Experimental Research; CONCLUSIONS; FURTHER READING; REFERENCES; SECTION I: NATURE OF SCIENCE AND SCIENCE EDUCATION; 2. REFLECTING THE NATURE OF SCIENCE IN SCIENCE EDUCATION. | |
| 505 | 8 | |a WHY TEACH SCIENCE?BALANCING SCIENCE PROCESS AND SCIENCE PRODUCT IN THE CURRICULUM; THE NATURE OF 'THE NATURE OF SCIENCE'; KEY ASPECTS OF THE NATURE OF SCIENCE; THE NATURE OF SCIENTIFIC KNOWLEDGE; THE NATURE OF SCIENTIFIC METHOD; THE LIMITS OF SCIENCE; THE CULTURAL EMBEDDEDNESS OF SCIENCE; LOGIC AND CREATIVITY IN SCIENCE; THE HUMAN ASPECT OF SCIENCE; THE INSTITUTIONAL ASPECT OF SCIENCE; THE RHETORICAL NATURE OF SCIENCE; CONCLUSION; FURTHER READING; Useful Classroom Resources; REFERENCES; 3. HISTORY AND NATURE OF SCIENCE IN SCIENCE EDUCATION; INTRODUCTION; HNOS IN SCIENCE EDUCATION. | |
| 505 | 8 | |a MISCONCEPTIONS REGARDING THE HNOSEFFECTIVELY TEACHING THE HNOS; Important HNOS Issues Worth Addressing in Science Education; HNOS Instruction should be Deliberately Planned ; Making HNOS Instruction Overt to Students; Important Contexts for HNOS Instruction; HNOS Learning Must be Assessed; SUMMARY; Bullet Point List of Main Chapter Ideas; RECOMMENDED RESOURCES; REFERENCES; 4. BELIEFS AND SCIENCE EDUCATION; INTRODUCTION; Beliefs and Commitments; Things that Students Might Believe; Is Science a Factual Subject?; Things that are no Longer True; BELIEF; What is Meant by Belief? | |
| 505 | 8 | |a Metaphysical CommitmentsMETAPHYSICAL COMMITMENTS OF SCIENCE; Scientific Values; Scientism and Materialism; STUDENTS' BELIEFS AND LEARNING SCIENCE; Alternative Conceptions of Natural Mechanisms; Religious Beliefs that may be Compatible with Science; Beliefs in Supernatural Mechanisms that Compete with Science; TEACHING SCIENCE AS THEORETICAL KNOWLEDGE; CONCLUSIONS; FURTHER READING; REFERENCES; 5. EPISTEMIC PRACTICES AND SCIENTIFIC PRACTICES IN SCIENCE EDUCATION; INTRODUCTION: STUDENTS' PARTICIPATION IN THE EPISTEMIC GOALS OF SCIENCE; EPISTEMIC COGNITION AS A PRACTICE. | |
| 505 | 8 | |a SCIENTIFIC PRACTICES AT THE CENTRE OF SCIENCE TEACHINGThe Role of Activity and Purpose in Practice-based Approaches; Scientific Practices in Policy Recommendations; ENACTING SCIENTIFIC PRACTICES IN SCIENCE CLASSROOMS; Investigating: Which Toothpaste is Ineffective in Preventing Cavities?; Evaluating Knowledge: Argumentation in Socio-Scientific Contexts; Developing Explanations and Models: Epistemic Criteria for Good Models; SUMMARY: SUPPORTING ENGAGEMENT IN SCIENTIFIC AND EPISTEMIC PRACTICES; ACKNOWLEDGEMENTS; FURTHER READING; REFERENCES; 6. INTERDISCIPLINARITY AND SCIENCE EDUCATION. | |
| 520 | |a "This book comprises a wide range of scholarly essays introducing readers to key topics and issues in science education. Science education has become a well established field in its own right, with a vast literature, and many active areas of scholarship. Science Education: An International Course Companion offers an entry point for students seeking a sound but introductory understanding of the key perspectives and areas of thinking in science education. Each account is self-contained and offers a scholarly and research-informed introduction to a particular topic, theme, or perspective, with both citations to key literature and recommendations for more advanced reading. Science Education: An International Course Companion allows readers (such as those preparing for school science teaching, or seeking more advanced specialist qualifications) to obtain a broad familiarity with key issues across the field as well as guiding wider reading about particular topics of interest. The book therefore acts as a reader to support learning across courses in science education internationally. The broad coverage of topics is such that that the book will support students following a diverse range of courses and qualifications. The comprehensive nature of the book will allow course leaders and departments to nominate the book as the key reader to support students - their core 'course companion' in science education." | ||
| 650 | 0 | |a Science |x Study and teaching. | |
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| 700 | 1 | |a Akpan, Ben, |e editor. | |
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| callnumber-first | Q - Science |
| callnumber-label | Q181 |
| callnumber-raw | Q181 .S35 2017eb |
| callnumber-search | Q181 .S35 2017eb |
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| contents | TABLE OF CONTENTS; PREFACE; INTRODUCTION; 1. SCIENCE EDUCATION AS A FIELD OF SCHOLARSHIP; SCIENCE EDUCATION PRACTICE AND RESEARCH; The Focus of Science Education as a Field of Scholarship; EDUCATIONAL RESEARCH AND SER; Levels of SER; Embedded SER; Inherent SER; SCIENCE TEACHER CLASSROOM RESEARCH; WHAT MAKES A FIELD?; HOW IS RESEARCH CARRIED OUT IN SCIENCE EDUCATION?; Experimental Research in Education; Alternatives to Experimental Research; CONCLUSIONS; FURTHER READING; REFERENCES; SECTION I: NATURE OF SCIENCE AND SCIENCE EDUCATION; 2. REFLECTING THE NATURE OF SCIENCE IN SCIENCE EDUCATION. WHY TEACH SCIENCE?BALANCING SCIENCE PROCESS AND SCIENCE PRODUCT IN THE CURRICULUM; THE NATURE OF 'THE NATURE OF SCIENCE'; KEY ASPECTS OF THE NATURE OF SCIENCE; THE NATURE OF SCIENTIFIC KNOWLEDGE; THE NATURE OF SCIENTIFIC METHOD; THE LIMITS OF SCIENCE; THE CULTURAL EMBEDDEDNESS OF SCIENCE; LOGIC AND CREATIVITY IN SCIENCE; THE HUMAN ASPECT OF SCIENCE; THE INSTITUTIONAL ASPECT OF SCIENCE; THE RHETORICAL NATURE OF SCIENCE; CONCLUSION; FURTHER READING; Useful Classroom Resources; REFERENCES; 3. HISTORY AND NATURE OF SCIENCE IN SCIENCE EDUCATION; INTRODUCTION; HNOS IN SCIENCE EDUCATION. MISCONCEPTIONS REGARDING THE HNOSEFFECTIVELY TEACHING THE HNOS; Important HNOS Issues Worth Addressing in Science Education; HNOS Instruction should be Deliberately Planned ; Making HNOS Instruction Overt to Students; Important Contexts for HNOS Instruction; HNOS Learning Must be Assessed; SUMMARY; Bullet Point List of Main Chapter Ideas; RECOMMENDED RESOURCES; REFERENCES; 4. BELIEFS AND SCIENCE EDUCATION; INTRODUCTION; Beliefs and Commitments; Things that Students Might Believe; Is Science a Factual Subject?; Things that are no Longer True; BELIEF; What is Meant by Belief? Metaphysical CommitmentsMETAPHYSICAL COMMITMENTS OF SCIENCE; Scientific Values; Scientism and Materialism; STUDENTS' BELIEFS AND LEARNING SCIENCE; Alternative Conceptions of Natural Mechanisms; Religious Beliefs that may be Compatible with Science; Beliefs in Supernatural Mechanisms that Compete with Science; TEACHING SCIENCE AS THEORETICAL KNOWLEDGE; CONCLUSIONS; FURTHER READING; REFERENCES; 5. EPISTEMIC PRACTICES AND SCIENTIFIC PRACTICES IN SCIENCE EDUCATION; INTRODUCTION: STUDENTS' PARTICIPATION IN THE EPISTEMIC GOALS OF SCIENCE; EPISTEMIC COGNITION AS A PRACTICE. SCIENTIFIC PRACTICES AT THE CENTRE OF SCIENCE TEACHINGThe Role of Activity and Purpose in Practice-based Approaches; Scientific Practices in Policy Recommendations; ENACTING SCIENTIFIC PRACTICES IN SCIENCE CLASSROOMS; Investigating: Which Toothpaste is Ineffective in Preventing Cavities?; Evaluating Knowledge: Argumentation in Socio-Scientific Contexts; Developing Explanations and Models: Epistemic Criteria for Good Models; SUMMARY: SUPPORTING ENGAGEMENT IN SCIENTIFIC AND EPISTEMIC PRACTICES; ACKNOWLEDGEMENTS; FURTHER READING; REFERENCES; 6. INTERDISCIPLINARITY AND SCIENCE EDUCATION. |
| ctrlnum | (OCoLC)969096827 |
| dewey-full | 507.1 |
| dewey-hundreds | 500 - Natural sciences and mathematics |
| dewey-ones | 507 - Education, research, related topics |
| dewey-raw | 507.1 |
| dewey-search | 507.1 |
| dewey-sort | 3507.1 |
| dewey-tens | 500 - Natural sciences and mathematics |
| discipline | Allgemeine Naturwissenschaft |
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BELIEFS AND SCIENCE EDUCATION; INTRODUCTION; Beliefs and Commitments; Things that Students Might Believe; Is Science a Factual Subject?; Things that are no Longer True; BELIEF; What is Meant by Belief?</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Metaphysical CommitmentsMETAPHYSICAL COMMITMENTS OF SCIENCE; Scientific Values; Scientism and Materialism; STUDENTS' BELIEFS AND LEARNING SCIENCE; Alternative Conceptions of Natural Mechanisms; Religious Beliefs that may be Compatible with Science; Beliefs in Supernatural Mechanisms that Compete with Science; TEACHING SCIENCE AS THEORETICAL KNOWLEDGE; CONCLUSIONS; FURTHER READING; REFERENCES; 5. EPISTEMIC PRACTICES AND SCIENTIFIC PRACTICES IN SCIENCE EDUCATION; INTRODUCTION: STUDENTS' PARTICIPATION IN THE EPISTEMIC GOALS OF SCIENCE; EPISTEMIC COGNITION AS A PRACTICE.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">SCIENTIFIC PRACTICES AT THE CENTRE OF SCIENCE TEACHINGThe Role of Activity and Purpose in Practice-based Approaches; Scientific Practices in Policy Recommendations; ENACTING SCIENTIFIC PRACTICES IN SCIENCE CLASSROOMS; Investigating: Which Toothpaste is Ineffective in Preventing Cavities?; Evaluating Knowledge: Argumentation in Socio-Scientific Contexts; Developing Explanations and Models: Epistemic Criteria for Good Models; SUMMARY: SUPPORTING ENGAGEMENT IN SCIENTIFIC AND EPISTEMIC PRACTICES; ACKNOWLEDGEMENTS; FURTHER READING; REFERENCES; 6. 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| id | ZDB-4-EDU-ocn969096827 |
| illustrated | Illustrated |
| indexdate | 2024-11-26T14:54:13Z |
| institution | BVB |
| isbn | 9789463007481 9463007482 9789463007474 9463007474 9789463007498 9463007490 |
| language | English |
| oclc_num | 969096827 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (x, 606 pages) : illustrations |
| psigel | ZDB-4-EDU |
| publishDate | 2017 |
| publishDateSearch | 2017 |
| publishDateSort | 2017 |
| publisher | Sense Publishers, |
| record_format | marc |
| series | New directions in mathematics and science education ; |
| series2 | New directions in mathematics and science education ; |
| spelling | Science education : an international course companion / edited by Keith S. Taber and Ben Akpan. Rotterdam : Sense Publishers, [2017] ©2017 1 online resource (x, 606 pages) : illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier text file New directions in mathematics and science education ; volume 31 Includes bibliographical references and index. Print version record. TABLE OF CONTENTS; PREFACE; INTRODUCTION; 1. SCIENCE EDUCATION AS A FIELD OF SCHOLARSHIP; SCIENCE EDUCATION PRACTICE AND RESEARCH; The Focus of Science Education as a Field of Scholarship; EDUCATIONAL RESEARCH AND SER; Levels of SER; Embedded SER; Inherent SER; SCIENCE TEACHER CLASSROOM RESEARCH; WHAT MAKES A FIELD?; HOW IS RESEARCH CARRIED OUT IN SCIENCE EDUCATION?; Experimental Research in Education; Alternatives to Experimental Research; CONCLUSIONS; FURTHER READING; REFERENCES; SECTION I: NATURE OF SCIENCE AND SCIENCE EDUCATION; 2. REFLECTING THE NATURE OF SCIENCE IN SCIENCE EDUCATION. WHY TEACH SCIENCE?BALANCING SCIENCE PROCESS AND SCIENCE PRODUCT IN THE CURRICULUM; THE NATURE OF 'THE NATURE OF SCIENCE'; KEY ASPECTS OF THE NATURE OF SCIENCE; THE NATURE OF SCIENTIFIC KNOWLEDGE; THE NATURE OF SCIENTIFIC METHOD; THE LIMITS OF SCIENCE; THE CULTURAL EMBEDDEDNESS OF SCIENCE; LOGIC AND CREATIVITY IN SCIENCE; THE HUMAN ASPECT OF SCIENCE; THE INSTITUTIONAL ASPECT OF SCIENCE; THE RHETORICAL NATURE OF SCIENCE; CONCLUSION; FURTHER READING; Useful Classroom Resources; REFERENCES; 3. HISTORY AND NATURE OF SCIENCE IN SCIENCE EDUCATION; INTRODUCTION; HNOS IN SCIENCE EDUCATION. MISCONCEPTIONS REGARDING THE HNOSEFFECTIVELY TEACHING THE HNOS; Important HNOS Issues Worth Addressing in Science Education; HNOS Instruction should be Deliberately Planned ; Making HNOS Instruction Overt to Students; Important Contexts for HNOS Instruction; HNOS Learning Must be Assessed; SUMMARY; Bullet Point List of Main Chapter Ideas; RECOMMENDED RESOURCES; REFERENCES; 4. BELIEFS AND SCIENCE EDUCATION; INTRODUCTION; Beliefs and Commitments; Things that Students Might Believe; Is Science a Factual Subject?; Things that are no Longer True; BELIEF; What is Meant by Belief? Metaphysical CommitmentsMETAPHYSICAL COMMITMENTS OF SCIENCE; Scientific Values; Scientism and Materialism; STUDENTS' BELIEFS AND LEARNING SCIENCE; Alternative Conceptions of Natural Mechanisms; Religious Beliefs that may be Compatible with Science; Beliefs in Supernatural Mechanisms that Compete with Science; TEACHING SCIENCE AS THEORETICAL KNOWLEDGE; CONCLUSIONS; FURTHER READING; REFERENCES; 5. EPISTEMIC PRACTICES AND SCIENTIFIC PRACTICES IN SCIENCE EDUCATION; INTRODUCTION: STUDENTS' PARTICIPATION IN THE EPISTEMIC GOALS OF SCIENCE; EPISTEMIC COGNITION AS A PRACTICE. SCIENTIFIC PRACTICES AT THE CENTRE OF SCIENCE TEACHINGThe Role of Activity and Purpose in Practice-based Approaches; Scientific Practices in Policy Recommendations; ENACTING SCIENTIFIC PRACTICES IN SCIENCE CLASSROOMS; Investigating: Which Toothpaste is Ineffective in Preventing Cavities?; Evaluating Knowledge: Argumentation in Socio-Scientific Contexts; Developing Explanations and Models: Epistemic Criteria for Good Models; SUMMARY: SUPPORTING ENGAGEMENT IN SCIENTIFIC AND EPISTEMIC PRACTICES; ACKNOWLEDGEMENTS; FURTHER READING; REFERENCES; 6. INTERDISCIPLINARITY AND SCIENCE EDUCATION. "This book comprises a wide range of scholarly essays introducing readers to key topics and issues in science education. Science education has become a well established field in its own right, with a vast literature, and many active areas of scholarship. Science Education: An International Course Companion offers an entry point for students seeking a sound but introductory understanding of the key perspectives and areas of thinking in science education. Each account is self-contained and offers a scholarly and research-informed introduction to a particular topic, theme, or perspective, with both citations to key literature and recommendations for more advanced reading. Science Education: An International Course Companion allows readers (such as those preparing for school science teaching, or seeking more advanced specialist qualifications) to obtain a broad familiarity with key issues across the field as well as guiding wider reading about particular topics of interest. The book therefore acts as a reader to support learning across courses in science education internationally. The broad coverage of topics is such that that the book will support students following a diverse range of courses and qualifications. The comprehensive nature of the book will allow course leaders and departments to nominate the book as the key reader to support students - their core 'course companion' in science education." Science Study and teaching. Constructivism (Education) http://id.loc.gov/authorities/subjects/sh86003541 Sciences Étude et enseignement. Constructivisme (Éducation) SCIENCE Study & Teaching. bisacsh Constructivism (Education) fast Science Study and teaching fast Taber, Keith, editor. http://id.loc.gov/authorities/names/nb2002023245 Akpan, Ben, editor. has work: Science education (Text) https://id.oclc.org/worldcat/entity/E39PCG7BbHQXmRvT9mcwFvxdgq https://id.oclc.org/worldcat/ontology/hasWork New directions in mathematics and science education ; v. 31. http://id.loc.gov/authorities/names/no2008137640 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1445341 Volltext |
| spellingShingle | Science education : an international course companion / New directions in mathematics and science education ; TABLE OF CONTENTS; PREFACE; INTRODUCTION; 1. SCIENCE EDUCATION AS A FIELD OF SCHOLARSHIP; SCIENCE EDUCATION PRACTICE AND RESEARCH; The Focus of Science Education as a Field of Scholarship; EDUCATIONAL RESEARCH AND SER; Levels of SER; Embedded SER; Inherent SER; SCIENCE TEACHER CLASSROOM RESEARCH; WHAT MAKES A FIELD?; HOW IS RESEARCH CARRIED OUT IN SCIENCE EDUCATION?; Experimental Research in Education; Alternatives to Experimental Research; CONCLUSIONS; FURTHER READING; REFERENCES; SECTION I: NATURE OF SCIENCE AND SCIENCE EDUCATION; 2. REFLECTING THE NATURE OF SCIENCE IN SCIENCE EDUCATION. WHY TEACH SCIENCE?BALANCING SCIENCE PROCESS AND SCIENCE PRODUCT IN THE CURRICULUM; THE NATURE OF 'THE NATURE OF SCIENCE'; KEY ASPECTS OF THE NATURE OF SCIENCE; THE NATURE OF SCIENTIFIC KNOWLEDGE; THE NATURE OF SCIENTIFIC METHOD; THE LIMITS OF SCIENCE; THE CULTURAL EMBEDDEDNESS OF SCIENCE; LOGIC AND CREATIVITY IN SCIENCE; THE HUMAN ASPECT OF SCIENCE; THE INSTITUTIONAL ASPECT OF SCIENCE; THE RHETORICAL NATURE OF SCIENCE; CONCLUSION; FURTHER READING; Useful Classroom Resources; REFERENCES; 3. HISTORY AND NATURE OF SCIENCE IN SCIENCE EDUCATION; INTRODUCTION; HNOS IN SCIENCE EDUCATION. MISCONCEPTIONS REGARDING THE HNOSEFFECTIVELY TEACHING THE HNOS; Important HNOS Issues Worth Addressing in Science Education; HNOS Instruction should be Deliberately Planned ; Making HNOS Instruction Overt to Students; Important Contexts for HNOS Instruction; HNOS Learning Must be Assessed; SUMMARY; Bullet Point List of Main Chapter Ideas; RECOMMENDED RESOURCES; REFERENCES; 4. BELIEFS AND SCIENCE EDUCATION; INTRODUCTION; Beliefs and Commitments; Things that Students Might Believe; Is Science a Factual Subject?; Things that are no Longer True; BELIEF; What is Meant by Belief? Metaphysical CommitmentsMETAPHYSICAL COMMITMENTS OF SCIENCE; Scientific Values; Scientism and Materialism; STUDENTS' BELIEFS AND LEARNING SCIENCE; Alternative Conceptions of Natural Mechanisms; Religious Beliefs that may be Compatible with Science; Beliefs in Supernatural Mechanisms that Compete with Science; TEACHING SCIENCE AS THEORETICAL KNOWLEDGE; CONCLUSIONS; FURTHER READING; REFERENCES; 5. EPISTEMIC PRACTICES AND SCIENTIFIC PRACTICES IN SCIENCE EDUCATION; INTRODUCTION: STUDENTS' PARTICIPATION IN THE EPISTEMIC GOALS OF SCIENCE; EPISTEMIC COGNITION AS A PRACTICE. SCIENTIFIC PRACTICES AT THE CENTRE OF SCIENCE TEACHINGThe Role of Activity and Purpose in Practice-based Approaches; Scientific Practices in Policy Recommendations; ENACTING SCIENTIFIC PRACTICES IN SCIENCE CLASSROOMS; Investigating: Which Toothpaste is Ineffective in Preventing Cavities?; Evaluating Knowledge: Argumentation in Socio-Scientific Contexts; Developing Explanations and Models: Epistemic Criteria for Good Models; SUMMARY: SUPPORTING ENGAGEMENT IN SCIENTIFIC AND EPISTEMIC PRACTICES; ACKNOWLEDGEMENTS; FURTHER READING; REFERENCES; 6. INTERDISCIPLINARITY AND SCIENCE EDUCATION. Science Study and teaching. Constructivism (Education) http://id.loc.gov/authorities/subjects/sh86003541 Sciences Étude et enseignement. Constructivisme (Éducation) SCIENCE Study & Teaching. bisacsh Constructivism (Education) fast Science Study and teaching fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh86003541 |
| title | Science education : an international course companion / |
| title_auth | Science education : an international course companion / |
| title_exact_search | Science education : an international course companion / |
| title_full | Science education : an international course companion / edited by Keith S. Taber and Ben Akpan. |
| title_fullStr | Science education : an international course companion / edited by Keith S. Taber and Ben Akpan. |
| title_full_unstemmed | Science education : an international course companion / edited by Keith S. Taber and Ben Akpan. |
| title_short | Science education : |
| title_sort | science education an international course companion |
| title_sub | an international course companion / |
| topic | Science Study and teaching. Constructivism (Education) http://id.loc.gov/authorities/subjects/sh86003541 Sciences Étude et enseignement. Constructivisme (Éducation) SCIENCE Study & Teaching. bisacsh Constructivism (Education) fast Science Study and teaching fast |
| topic_facet | Science Study and teaching. Constructivism (Education) Sciences Étude et enseignement. Constructivisme (Éducation) SCIENCE Study & Teaching. Science Study and teaching |
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