Models of Science Teacher Preparation: Theory into Practice: 13 - Rilegato
Libro 12 di 40: Contemporary Trends and Issues in Science Education
Sinossi
This text is aimed at science educators who desire to improve upon traditional methods for science teaching and learning. It provides background, theoretical research-based frameworks, guidelines, and concrete examples for the implementation and assessment of innovative models of science learning, teaching, and professional preparation. Chapters deal with collaboration, apprenticeship, partnerships, gender equity, science literacy, new technologies, integrated-science curricula, and critical multiculturalism. Each chapter ties threads to national standards for science teaching and preparation, which should facilitate greater enactment of these standards in both schools and universities.
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Contenuti
Introduction; W.-M. Roth, D. Lavoie. Section One: Collaboration and Apprenticeship Models. 1. Becoming-in-the-Classroom: Learning to teach in/as Praxis; W.-M. Roth. 2. TEAMS: A Science Learning and Teaching Apprenticeship Mod; C.P. Hargrave, A.D. Thompson. 3. A Problem-Based Learning Approach to Science Teacher Preparation; R.F. Peterson, D.F. Treagust. 4. Linking Schools and Universities in Partnership for Science Teacher Preparation; M.K. Fetters, P. Vellom. 5. The Dynamics of Collaboration in a State-Wide Professional Development Program for Science Teachers; J.P. Barufaldi, J. Reinhartz. Section Two: Special Issues-Driven Models. 6. Instructional Congruence to Promote Science Learning and Literacy Development for Linguistically Diverse Students; O. Lee, S.H. Fradd. 7. Gender Equity and Science Teacher Preparation; L.J. Rennie. 8. Assessment Models that Integrate Theory and Best Practice; M. Stein. 9. New Technologies and Science Teacher Preparation; D.R. Lavoie. 10. Preparing New Teachers for Integrated-Science Classrooms; R.E. Yager, et al. 11. Critical Multiculturalism and Science Teacher Education Programs; N. Thomson, et al. Portraits of Professional Development Models in Science Teacher Education: Synthesis of Perspectives and Issues; T.R. Koballa, D.J. Tippins. Index.
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Gebunden. Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. This unique, edited book is a must for science educators who desire to improve upon traditional methods for science teaching and learning. It provides background, theoretical research-based frameworks, guidelines, and concrete examples for the implementa. Codice articolo 5969946
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Condizione: New. Provides background, theoretical research-based frameworks, guidelines, and examples for the implementation and assessment of innovative models of science learning, teaching, and professional preparation. This work is useful for administrators, policy makers, and science-education departments. Editor(s): Lavoie, Derrick R.; Roth, Wolff-Michael. Series: Contemporary Trends and Issues in Science Education. Num Pages: 234 pages, biography. BIC Classification: JNU; PD. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 235 x 155 x 14. Weight in Grams: 514. . 2001. Hardback. . . . . Codice articolo V9780792371298
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Models of Science Teacher Preparation | Theory into Practice
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Buch. Condizione: Neu. Models of Science Teacher Preparation | Theory into Practice | W. M. Roth (u. a.) | Buch | vii | Englisch | 2001 | Springer Netherland | EAN 9780792371298 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu Print on Demand. Codice articolo 102414457
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Models of Science Teacher Preparation
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Springer Netherlands, Springer Netherlands Jul 2001, 2001
ISBN 10: 0792371291
ISBN 13: 9780792371298
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Buch. Condizione: Neu. This item is printed on demand - Print on Demand Titel. Neuware -1 Wolff Michael Roth & Derrick R. Lavoie 1 2 University of Victoria, Virtual Institute for Learning Resources The current reform in science education requires a substantive change in how science is taught. Implicit in this reform is an equally substantive change in professional devel- ment practices at all levels. (NRC, 1996,p. 56) In a continuously changing society, it is not surprising that education also undergoes continuous change. Science education is no exception, and perhaps changes are more rapid given the daily construction of new scientific knowledge. In such a c- mate of continuous change, the preparation of science teachers has to follow suit in order to be appropriate to the reforms that national organizations encourage. H- ever, whereas science teaching reform movements spawned recommendations of what teachers should know and be able to do in order for their students to concep- alize and process science (NSTA, 1997), they provide little guidance in terms of - the-classroom concrete implementation. Thus, while national science education organizations continue to refine their positions about teacher education, there is no mechanism for translating these positions and statements into science education courses that can improve the preparation and quality of p- service science teachers at both the elementary and secondary levels. (Yager & Penick, 1990. p. 670) It is therefore not surprising that there are voices that describe teacher prepa- tion as unsuccessful and as unresponsive to reform efforts (Schnur & Golby, 1995).Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 240 pp. Englisch. Codice articolo 9780792371298
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