Iterative Design of TeachingLearning Sequences Editor(s): Psillos, Dimitris; Kariotoglou, Petros (Department of Early Childhood Education of Florina, Aristotle University of Thessaloniki, Greece). Num Pages: 388 pages, 14 black & white illustrations, 31 colour illustrations, 25 black & white tables, biograp. BIC Classification: JNU; YQT. Category: (P) Professional & Vocational. Dimension: 235 x 155 x 22. Weight in Grams: 742. . 2015. 1 New ed. Hardback. . . . .

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Titolo: Iterative Design of Teaching-learning Sequences
Editore: Springer
Data di pubblicazione: 2015
Lingua: Inglese
ISBN 10: 9400778074
ISBN 13: 9789400778078
Rilegatura: Rilegato
Condizione: New

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Riassunto

The book is divided into two parts. The first part includes a collection of papers discussing the theoretical foundations and characteristics of selected theoretical frameworks related to designing Teaching Learning Sequences, elaborate on common issues and draw on the wider perspective of design research in education.

The second part contains a collection of papers presenting case studies concerning the design, implementation, iterative evolution and evaluation of Teaching and Learning Sequences in a variety of educational context. The case studies deal with a more or less new subject matter, a part of modern interdisciplinary science, material science, which enhances the connections between science and technology.

From a wider perspective the case studies draw on existing theoretical ideas on inquiry in various contexts and provide powerful suggestions for contextualized innovation in a variety of school systems and existing practices.

Dalla quarta di copertina

This book addresses a very important aspect of science education and science education research respectively: The research-based development of Teaching Learning Sequences. The authors elaborate on important theoretical issues as well as aspects of the design and iterative evolution of a several Teaching Learning Sequences in a modern scientific and technological field which is socially relevant and educationally significant. The book is divided into two parts. The first part includes a collection of papers discussing the theoretical foundations and characteristics of selected theoretical frameworks related to designing Teaching Learning Sequences, elaborate on common issues and draw on the wider perspective of design research in education. The second part contains a collection of papers presenting case studies concerning the design, implementation, iterative evolution and evaluation of Teaching and Learning Sequences in a variety of educational context. The case studies deal with a more or less new subject matter, a part of modern interdisciplinary science, material science, which enhances the connections between science and technology. From a wider perspective the case studies draw on existing theoretical ideas on inquiry in various contexts and provide powerful suggestions for contextualized innovation in a variety of school systems and existing practices.

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