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Student Thinking and Learning in Science

Perspectives on the Nature and Development of Learners' Ideas
Artikelnummer: 978-0-415-89731-0
Einband: Fester Einband
Verfügbarkeit: POD-Titel lieferbar in 5 bis 10 Arbeitstagen
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This readable and informative survey of key ideas about students' thinking in science builds a bridge between theory and practice by offering clear accounts from research, and showing how they relate to actual examples of students talking about widely taught science topics."I encourage science teachers of all specialities who are looking to enhance their classroom practice to pick up a copy of Student thinking and learning in science and accept Keith's challenge to take on the role of 'a science learning doctor' and look to diagnose, preventand ultimately cure bugs in their own teaching." - Catherine Smith, Education in Chemistry, Nov 2014
This readable and informative survey of key ideas about students' thinking in science builds a bridge between theory and practice by offering clear accounts from research, and showing how they relate to actual examples of students talking about widely taught science topics."I encourage science teachers of all specialities who are looking to enhance their classroom practice to pick up a copy of Student thinking and learning in science and accept Keith's challenge to take on the role of 'a science learning doctor' and look to diagnose, preventand ultimately cure bugs in their own teaching." - Catherine Smith, Education in Chemistry, Nov 2014
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VerlagTaylor and Francis
EinbandFester Einband
Erscheinungsjahr2014
Seitenangabe238 S.
AusgabekennzeichenEnglisch
AbbildungenTabellen, schwarz-weiss
MasseH22.9 cm x B15.2 cm 476 g
CoverlagRoutledge (Imprint/Brand)
ReiheTeaching and Learning in Science Series
AutorTaber Keith S.

Alle Bände der Reihe "Teaching and Learning in Science Series"

Über den Autor Taber Keith S.

Keith S. Taber is Professor of Science Education at the University of Cambridge, UK. He taught chemistry in secondary schools and further education before joining the Faculty of Education at Cambridge. He has undertaken research into chemistry learning and has written widely about chemistry education. He is a recipient of the Royal Society of Chemistry's Education Award.

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