000 04254nam a22005415i 4500
999 _c97993
_d97993
001 978-3-319-66140-7
003 DE-He213
005 20191024144100.0
007 cr nn 008mamaa
008 171012s2018 gw | s |||| 0|eng d
020 _a9783319661407
024 7 _a10.1007/978-3-319-66140-7
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aSCI063000
_2bisacsh
072 7 _aJNU
_2thema
072 7 _aPD
_2thema
082 0 4 _a507.1
_223
100 1 _aKalman, Calvin S.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aSuccessful Science and Engineering Teaching
_h[electronic resource] :
_bTheoretical and Learning Perspectives /
_cby Calvin S. Kalman.
250 _a2nd ed. 2018.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2018.
300 _aXIX, 271 p. 51 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aInnovation and Change in Professional Education,
_x1572-1957 ;
_v16
505 0 _aPart I: How Students Learn Science -- 1. Introduction -- 2. Intellectual Development and Psychological Types -- 3. Students Alternative Scientific Conceptions -- 4. Writing to Learn: Reflective Writing -- 5. What is the students’ Worldview? -- Part II: Theoretical and Learning Perspectives -- 6. Educational Models Based upon Philosophy of Science -- 7. Critical Thinking -- 8. Constructing an Epistemology -- 9. Changing How Students Learn -- Part III: Final Thoughts -- 10. Courses for Non-science Students -- 11. Computer Assisted Instruction. – 12. Summing Up.
520 _aThis second edition goes beyond the question of whether or not a pedagogical technique is effective, towards more of a focus on answering the question of why a particular technique or class of techniques is effective. In particular it is shown that students’ epistemological beliefs could become more expert-like with a combination of appropriate instructional activities. The debate in the science education community between those who believe that students come in to the classroom with a theory about the subject which is different from that described by the teacher and their textbooks and those who feel that students’ knowledge consists of isolated structures is elaborated especially in the light of the work by M.J. Lattery. Discussion of the stages in epistemic development in students beginning with the Perry model and continuing through later developments is now included. In this edition there is a discussion of how an instructor can enable the student to resolve cognitive dissonance in the difficulties students have in transcending their misconceptions. The second edition includes research comparing Peer Instruction with the Conceptual Conflict Collaborative Group Activity that had been described in the first edition. Much better instructions are available for students on how to use Reflective Writing including a rubric that simplifies the marking of Reflective Writing.
650 0 _aScience
_xStudy and teaching.
650 0 _aStudy Skills.
650 0 _aMathematics.
650 1 4 _aScience Education.
_0http://scigraph.springernature.com/things/product-market-codes/O27000
650 2 4 _aStudy and Learning Skills.
_0http://scigraph.springernature.com/things/product-market-codes/O53010
650 2 4 _aMathematics Education.
_0http://scigraph.springernature.com/things/product-market-codes/O25000
650 2 4 _aTeaching and Teacher Education.
_0http://scigraph.springernature.com/things/product-market-codes/O31000
650 2 4 _aLearning & Instruction.
_0http://scigraph.springernature.com/things/product-market-codes/O22000
710 2 _aSpringerLink (Online service)
776 0 8 _iPrinted edition:
_z9783319661391
776 0 8 _iPrinted edition:
_z9783319661414
776 0 8 _iPrinted edition:
_z9783319881867
830 0 _aInnovation and Change in Professional Education,
_x1572-1957 ;
_v16
856 4 0 _uhttps://doi.org/10.1007/978-3-319-66140-7
_yElectronic version- Цахим хувилбар
942 _2ddc
_cEBOOK