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Revision with unchanged content. This book examines the prospective science teachers’ developing understanding of scientific inquiry and Mendelian genetics. A computer simulation of basic inheritance processes was used in combination with small-group discussions and other instructional scaffolds. The theoretical background is derived from a social constructivist perspective. Findings suggest that while studying important concepts in science, carefully designed inquiry experiences can help prospective science teachers to develop an understanding about the types of questions scientists in that field ask, the methodological and epistemological issues that constrain their pursuit of answers to those questions, and the ways in which they construct and share their explanations. The findings and analysis informs such questions as: - How can inquiry-based instruction be implemented in science teaching method course? - What are the roles of students and instructors in inquiry-based teaching class? - What are the difficulties of implementing inquiry based practices in science classrooms? The book is addressed to practicing science teacher educators and science teachers. It is also directed towards researchers in Science Education, Teacher Education and Science Technology and Society.
Le informazioni nella sezione "Riassunto" possono far riferimento a edizioni diverse di questo titolo.
L'autore
earned his graduate degrees at Pennsylvania State University. His research focuses on facilitating students to develop understandings and abilities of scientific inquiry and helping prospective science teachers to adopt inquiry orientation in teaching science. He is currently a faculty member at Marmara University, İstanbul.
Le informazioni nella sezione "Su questo libro" possono far riferimento a edizioni diverse di questo titolo.
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Teaching as Inquiry
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AV Akademikerverlag Jun 2012, 2012
ISBN 10: 363942171X
ISBN 13: 9783639421712
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Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Revision with unchanged content. This book examines the prospective science teachers developing understanding of scientific inquiry and Mendelian genetics. A computer simulation of basic inheritance processes was used in combination with small-group discussions and other instructional scaffolds. The theoretical background is derived from a social constructivist perspective. Findings suggest that while studying important concepts in science, carefully designed inquiry experiences can help prospective science teachers to develop an understanding about the types of questions scientists in that field ask, the methodological and epistemological issues that constrain their pursuit of answers to those questions, and the ways in which they construct and share their explanations. The findings and analysis informs such questions as: - How can inquiry-based instruction be implemented in science teaching method course - What are the roles of students and instructors in inquiry-based teaching class - What are the difficulties of implementing inquiry based practices in science classrooms The book is addressed to practicing science teacher educators and science teachers. It is also directed towards researchers in Science Education, Teacher Education and Science Technology and Society. 216 pp. Englisch. Codice articolo 9783639421712
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Teaching as Inquiry : A Case of Prospective Science Teachers
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Taschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Revision with unchanged content. This book examines the prospective science teachers developing understanding of scientific inquiry and Mendelian genetics. A computer simulation of basic inheritance processes was used in combination with small-group discussions and other instructional scaffolds. The theoretical background is derived from a social constructivist perspective. Findings suggest that while studying important concepts in science, carefully designed inquiry experiences can help prospective science teachers to develop an understanding about the types of questions scientists in that field ask, the methodological and epistemological issues that constrain their pursuit of answers to those questions, and the ways in which they construct and share their explanations. The findings and analysis informs such questions as: - How can inquiry-based instruction be implemented in science teaching method course - What are the roles of students and instructors in inquiry-based teaching class - What are the difficulties of implementing inquiry based practices in science classrooms The book is addressed to practicing science teacher educators and science teachers. It is also directed towards researchers in Science Education, Teacher Education and Science Technology and Society. Codice articolo 9783639421712
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Taschenbuch. Condizione: Neu. Teaching as Inquiry | A Case of Prospective Science Teachers | Mustafa Çak¿r | Taschenbuch | 216 S. | Englisch | 2012 | AV Akademikerverlag | EAN 9783639421712 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu. Codice articolo 106428690
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Teaching as Inquiry
Editore:
AV Akademikerverlag Jun 2012, 2012
ISBN 10: 363942171X
ISBN 13: 9783639421712
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Da: buchversandmimpf2000, Emtmannsberg, BAYE, Germania
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Taschenbuch. Condizione: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Revision with unchanged content. This book examines the prospective science teachers' developing understanding of scientific inquiry and Mendelian genetics. A computer simulation of basic inheritance processes was used in combination with small-group discussions and other instructional scaffolds. The theoretical background is derived from a social constructivist perspective. Findings suggest that while studying important concepts in science, carefully designed inquiry experiences can help prospective science teachers to develop an understanding about the types of questions scientists in that field ask, the methodological and epistemological issues that constrain their pursuit of answers to those questions, and the ways in which they construct and share their explanations. The findings and analysis informs such questions as: - How can inquiry-based instruction be implemented in science teaching method course - What are the roles of students and instructors in inquiry-based teaching class - What are the difficulties of implementing inquiry based practices in science classrooms The book is addressed to practicing science teacher educators and science teachers. It is also directed towards researchers in Science Education, Teacher Education and Science Technology and Society.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 216 pp. Englisch. Codice articolo 9783639421712
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