The Content Of Science: A Constructivist Approach To Its Teaching And learning b

The Nile on eBay   The Content Of Science: A Constructivist Approach To Its Teaching And learning by Richard F. Gunstone, Peter J. Fensham, Richard T. White

A group of science educators have combined their findings in this volume. Each author has conducted research into his or her own area of science education and presents the implications of this research for a specific area of science teaching.

FORMATPaperback LANGUAGEEnglish CONDITIONBrand New Publisher Description

A group of science educators with experience of being involoved in curriculum development, and in conducting extensive research on many aspects of teaching and learning science, have combined their findings in this volume. Each author has conducted research into his or her own area of science education and presents the implications of this research for a specific area of science teaching. The experiences of members of the Monash Children's Science Group; specifically three primary teachers and one biology teacher, have also been included so as to present the voices of teachers for whom writing a personal account of their teaching is often an unappealing task.

Author Biography

Peter Fensham was the first Professor of Science Education in Australia after teaching university chemistry for ten years. From 1967-1992 he held that position at Monash University but was also Dean of the Faculty of Education from 1982-1988. He has been involved in Australia in science education, in curriculum policy, and in social justice in schools and higher education. Dick Gunstone is an Associate Professor in the Education Faculty at Monash University. Before joining Monash in 1974 he taught physics and maths in Victorian schools. Currently his teaching and research embrace science education, metacognition and professional development of pre- and in-service teachers. Richard White taught general science, physics and chemistry for ten years in high schools before joining Monash University in 1971. He has been Professor of Education-al Psychology since 1981. His professional interest is in the quality of learning, which has led him into research on learning hierarchies, episodic memory, cognitive structure and metacognition.

Table of Contents

Figures and Tables, Preface, 1 Introduction, 2. Beginning to Teach Chemistry, 3. Generative Science Teaching, 4. Constructivism, Re-constructivism and Task-orientated Problem-solving, 5. Structures, Force and Stability. Design a Playground (Year 6), 6. Pupils' Understanding Magnetism in a Practical Assessment Context: The Relationship Between Content, Process and Progression, 7. Primary Science in an Integrated Curriculum, 8. Digging into Science — A Unit Developed for a Year 5 Class, 9. Year 3: Research into Science, 10. The Importance of Specific Science Content in the Enhancement of Metacognition, 11. The Constructivist Paradigm and Some Implications for Science Content and Pedagogy, 12. Making High-tech Micrographs Meaningful to the Biology Student, 13. Year 9 Bodies, 14. Learning and Teaching Energy, 15. Working from Children's Ideas: Planning and Teaching a Chemistry Topic from a Constructivist Perspective, 16. States of Matter — Pedagogical Sequence and Teaching Strategies Based on Cognitive Research, 17. Pedagogical Outcomes of Research in Science Education: Examples in Mechanics and Thermodynamics, 18. Dimensions of Content, Postscript, Notes on Contributors, Author Index, Subject Index

Details ISBN0750702214 Language English ISBN-10 0750702214 ISBN-13 9780750702218 Media Book Format Paperback DEWEY 507 Year 1994 Imprint Routledge Falmer Subtitle A Constructivist Approach to Its Teaching and Learning Place of Publication London Country of Publication United Kingdom Edition 1st Edited by Richard T. White Birth 1927 Illustrations black & white illustrations Short Title CONTENT OF SCIENCE A CONSTRUCT Pages 292 DOI 10.1604/9780750702218 UK Release Date 1994-01-21 AU Release Date 1994-01-21 NZ Release Date 1994-01-21 Author Richard T. White Publisher Taylor & Francis Ltd Publication Date 1994-01-21 Alternative 9781138165809 Audience Professional & Vocational We've got this

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