9789400731639 - re/structuring science education: reuniting sociological and psychological perspectives: 2 (13 risultati)
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Da: preigu, Osnabrück, Germaniapreigu
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Taschenbuch. Condizione: Neu. Re/Structuring Science Education | ReUniting Sociological and Psychological Perspectives | Wolff-Michael Roth | Taschenbuch | viii | Englisch | 2012 | Springer | EAN 9789400731639 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]…springer[dot]com | Anbieter: preigu.
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Da: Books Puddle, New York, NY, U.S.A.Books Puddle
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Condizione: New. pp. 392.
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Lingua: Inglese
Editore: Springer Netherlands, Springer, 2012
Serie: Libro 1 di 20 - Cultural Studies of Science Education
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Da: AHA-BUCH GmbH, Einbeck, GermaniaAHA-BUCH GmbH
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Taschenbuch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - Since its beginnings, science education has been under the influence of psychological theories of knowing and learning, while in more recent years, social constructivist and sociological frameworks have also begun to emerge. With little work being… done on showing how the perspectives of these separate approaches might be integrated, this work aims to plug the gap. The book helps lay the groundwork for reuniting sociological and psychological perspectives on the knowing, learning, and teaching of science. Featuring a range of integrative efforts beginning with simple conversation, the chapters here include not only articles but also commentaries that engage with other papers, as well as a useful running narrative that, from the introduction to the epilogue, contextualizes the book and its sections. Specific attention is given to cultural-historical activity theory, which already offers an integration of psychological and cultural-historical (sociological) perspectives on collectivelymotivated human activities. A number of chapters, as well as the contextualizing narrative, explicitly use this theory as a framework for rethinking science education to achieve the reunification that is the goal of this work.All the contributors to this volume haveproduced texts that contribute to the effort of overcoming the extant divide between sociological and psychological approaches to science education research and practice. From very different positions-gender, culture, race-they provide valuable insights to reuniting approaches in both theory and method in the field. As an ensemble, the contributions constitute a rich menu of ideas from which new forms of science education can emerge.
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Da: Ria Christie Collections, Uxbridge, Regno UnitoRia Christie Collections
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Paperback. Condizione: Brand New. 2010 edition. 381 pages. 9.00x6.10x0.90 inches. In Stock.
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Da: Mispah books, Redhill, SURRE, Regno UnitoMispah books
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Paperback. Condizione: Like New. LIKE NEW. SHIPS FROM MULTIPLE LOCATIONS. book.
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Da: Brook Bookstore On Demand, Napoli, NA, ItaliaBrook Bookstore On Demand
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Condizione: new. Questo è un articolo print on demand.
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Da: Basi6 International, Irving, TX, U.S.A.Basi6 International
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Condizione: Brand New. New. US edition. Print on demand title. Delivery takes 20-25 days. Excellent Customer Service.
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Lingua: Inglese
Editore: Springer Netherlands Mai 2012, 2012
Serie: Libro 1 di 20 - Cultural Studies of Science Education
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Da: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, GermaniaBuchWeltWeit Ludwig Meier e.K.
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Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Since its beginnings, science education has been under the influence of psychological theories of knowing and learning, while in more recent years, social constructivist and sociological frameworks have also begun to emerge. With l…ittle work being done on showing how the perspectives of these separate approaches might be integrated, this work aims to plug the gap. The book helps lay the groundwork for reuniting sociological and psychological perspectives on the knowing, learning, and teaching of science. Featuring a range of integrative efforts beginning with simple conversation, the chapters here include not only articles but also commentaries that engage with other papers, as well as a useful running narrative that, from the introduction to the epilogue, contextualizes the book and its sections. Specific attention is given to cultural-historical activity theory, which already offers an integration of psychological and cultural-historical (sociological) perspectives on collectively motivated human activities. A number of chapters, as well as the contextualizing narrative, explicitly use this theory as a framework for rethinking science education to achieve the reunification that is the goal of this work.All the contributors to this volume haveproduced texts that contribute to the effort of overcoming the extant divide between sociological and psychological approaches to science education research and practice. From very different positions-gender, culture, race-they provide valuable insights to reuniting approaches in both theory and method in the field. As an ensemble, the contributions constitute a rich menu of ideas from which new forms of science education can emerge. 392 pp. Englisch.
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Lingua: Inglese
Editore: Springer Netherlands, 2012
Serie: Libro 1 di 20 - Cultural Studies of Science Education
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Da: moluna, Greven, Germaniamoluna
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EUR 136,16
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Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Brings together the social, sociological, sociocultural, and cultural-historical approaches to science educationDeals with the different forms of mediation of learning that arises from the sociality of human beings a…nd the structures of society.
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Lingua: Inglese
Editore: Springer Netherlands, Springer Mai 2012, 2012
Serie: Libro 1 di 20 - Cultural Studies of Science Education
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Da: buchversandmimpf2000, Emtmannsberg, BAYE, Germaniabuchversandmimpf2000
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EUR 160,49
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Taschenbuch. Condizione: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Since its beginnings, science education has been under the influence of psychological theories of knowing and learning, while in more recent years, social constructivist and sociological frameworks have also begun to emerge. With littl…e work being done on showing how the perspectives of these separate approaches might be integrated, this work aims to plug the gap. The book helps lay the groundwork for reuniting sociological and psychological perspectives on the knowing, learning, and teaching of science. Featuring a range of integrative efforts beginning with simple conversation, the chapters here include not only articles but also commentaries that engage with other papers, as well as a useful running narrative that, from the introduction to the epilogue, contextualizes the book and its sections. Specific attention is given to cultural-historical activity theory, which already offers an integration of psychological and cultural-historical (sociological) perspectives on collectivelymotivated human activities. A number of chapters, as well as the contextualizing narrative, explicitly use this theory as a framework for rethinking science education to achieve the reunification that is the goal of this work.All the contributors to this volume have produced texts that contribute to the effort of overcoming the extant divide between sociological and psychological approaches to science education research and practice. From very different positions¿gender, culture, race¿they provide valuable insights to reuniting approaches in both theory and method in the field. As an ensemble, the contributions constitute a rich menu of ideas from which new forms of science education can emerge.Springer-Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 392 pp. Englisch.
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Da: Majestic Books, Hounslow, Regno UnitoMajestic Books
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Condizione: New. Print on Demand pp. 392 49:B&W 6.14 x 9.21 in or 234 x 156 mm (Royal 8vo) Perfect Bound on White w/Gloss Lam.
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Da: Biblios, frankfurt am main, HESSE, GermaniaBiblios
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Condizione: New. PRINT ON DEMAND pp. 392.
