[EAN: 9783639080568], Neubuch, [PU: VDM Verlag Dr. Müller], nach der Bestellung gedruckt Neuware -The elementary school teacher s personalunderstanding of science has not been a primary f… Mehr…
[EAN: 9783639080568], Neubuch, [PU: VDM Verlag Dr. Müller], nach der Bestellung gedruckt Neuware -The elementary school teacher s personalunderstanding of science has not been a primary focusof consideration in reform discussions. The purposeof this study is to explore core understandings aboutscience that are held by four elementary teachers,and to examine the origins of those ideas. Thetheoretical framework for this research recognizesthree guiding assumptions: science exists as a set ofideas that have developed over time through competingdiscourses; teachers play an important role in thescience curriculum; and the guiding influences of ateacher s understanding of science are associatedwith power. The finding of the study providesevidence that the teachers science understanding isunique and developed over time. This investigation recommends that teachers personal understandingsbecome a focus in developing educationalopportunities for elementary school teachers. Thisstudy further recommends challenging a hegemonyrelated to positivism that exists in sciencecurricula and the use of narrative inquiry asa method of understanding teacher experiences. 244 pp. Englisch, Books<
[ED: Softcover], [PU: VDM Verlag Dr. Müller], The elementary school teacher s personalunderstanding of science has not been a primary focusof consideration in reform discussions. The purp… Mehr…
[ED: Softcover], [PU: VDM Verlag Dr. Müller], The elementary school teacher s personalunderstanding of science has not been a primary focusof consideration in reform discussions. The purposeof this study is to explore core understandings aboutscience that are held by four elementary teachers,and to examine the origins of those ideas. Thetheoretical framework for this research recognizesthree guiding assumptions: science exists as a set ofideas that have developed over time through competingdiscourses; teachers play an important role in thescience curriculum; and the guiding influences of ateacher s understanding of science are associatedwith power. The finding of the study providesevidence that the teachers science understanding isunique and developed over time. This investigation recommends that teachers personal understandingsbecome a focus in developing educationalopportunities for elementary school teachers. Thisstudy further recommends challenging a hegemonyrelated to positivism that exists in sciencecurricula and the use of narrative inquiry asa method of understanding teacher experiences.
2008. 244 S. 220 mm
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Paperback, [PU: VDM Verlag], The elementary school teacher's personal understanding of science has not been a primary focus of consideration in reform discussions. The purpose of this stu… Mehr…
Paperback, [PU: VDM Verlag], The elementary school teacher's personal understanding of science has not been a primary focus of consideration in reform discussions. The purpose of this study is to explore core understandings about science that are held by four elementary teachers, and to examine the origins of those ideas. The theoretical framework for this research recognizes three guiding assumptions: science exists as a set of ideas that have developed over time through competing discourses; teachers play an important role in the science curriculum; and the guiding influences of a teacher's understanding of science are associated with power. The finding of the study provides evidence that the teachers' science understanding is unique and developed over time. This investigation recommends that teachers' personal understandings become a focus in developing educational opportunities for elementary school teachers. This study further recommends challenging a hegemony related to positivism that exists in science curricula and the use of narrative inquiry as a method of understanding teacher experiences., Teaching Resources & Education, Teaching Resources & Education<
[EAN: 9783639080568], Neubuch, [PU: VDM Verlag Dr. Müller], nach der Bestellung gedruckt Neuware -The elementary school teacher s personalunderstanding of science has not been a primary f… Mehr…
[EAN: 9783639080568], Neubuch, [PU: VDM Verlag Dr. Müller], nach der Bestellung gedruckt Neuware -The elementary school teacher s personalunderstanding of science has not been a primary focusof consideration in reform discussions. The purposeof this study is to explore core understandings aboutscience that are held by four elementary teachers,and to examine the origins of those ideas. Thetheoretical framework for this research recognizesthree guiding assumptions: science exists as a set ofideas that have developed over time through competingdiscourses; teachers play an important role in thescience curriculum; and the guiding influences of ateacher s understanding of science are associatedwith power. The finding of the study providesevidence that the teachers science understanding isunique and developed over time. This investigation recommends that teachers personal understandingsbecome a focus in developing educationalopportunities for elementary school teachers. Thisstudy further recommends challenging a hegemonyrelated to positivism that exists in sciencecurricula and the use of narrative inquiry asa method of understanding teacher experiences. 244 pp. Englisch, Books<
[ED: Softcover], [PU: VDM Verlag Dr. Müller], The elementary school teacher s personalunderstanding of science has not been a primary focusof consideration in reform discussions. The purp… Mehr…
[ED: Softcover], [PU: VDM Verlag Dr. Müller], The elementary school teacher s personalunderstanding of science has not been a primary focusof consideration in reform discussions. The purposeof this study is to explore core understandings aboutscience that are held by four elementary teachers,and to examine the origins of those ideas. Thetheoretical framework for this research recognizesthree guiding assumptions: science exists as a set ofideas that have developed over time through competingdiscourses; teachers play an important role in thescience curriculum; and the guiding influences of ateacher s understanding of science are associatedwith power. The finding of the study providesevidence that the teachers science understanding isunique and developed over time. This investigation recommends that teachers personal understandingsbecome a focus in developing educationalopportunities for elementary school teachers. Thisstudy further recommends challenging a hegemonyrelated to positivism that exists in sciencecurricula and the use of narrative inquiry asa method of understanding teacher experiences.
2008. 244 S. 220 mm
Versandfertig in 6-10 Tagen, DE, [SC: 0.00], Neuware, gewerbliches Angebot, Offene Rechnung (Vorkasse vorbehalten)<
Versandkosten:Versandkostenfrei, Versand nach Deutschland. (EUR 0.00) buecher.de GmbH & Co. KG
Paperback, [PU: VDM Verlag], The elementary school teacher's personal understanding of science has not been a primary focus of consideration in reform discussions. The purpose of this stu… Mehr…
Paperback, [PU: VDM Verlag], The elementary school teacher's personal understanding of science has not been a primary focus of consideration in reform discussions. The purpose of this study is to explore core understandings about science that are held by four elementary teachers, and to examine the origins of those ideas. The theoretical framework for this research recognizes three guiding assumptions: science exists as a set of ideas that have developed over time through competing discourses; teachers play an important role in the science curriculum; and the guiding influences of a teacher's understanding of science are associated with power. The finding of the study provides evidence that the teachers' science understanding is unique and developed over time. This investigation recommends that teachers' personal understandings become a focus in developing educational opportunities for elementary school teachers. This study further recommends challenging a hegemony related to positivism that exists in science curricula and the use of narrative inquiry as a method of understanding teacher experiences., Teaching Resources & Education, Teaching Resources & Education<
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The elementary school teacher's personal
understanding of science has not been a primary focus
of consideration in reform discussions. The purpose
of this study is to explore core understandings about
science that are held by four elementary teachers,
and to examine the origins of those ideas. The
theoretical framework for this research recognizes
three guiding assumptions: science exists as a set of
ideas that have developed over time through competing
discourses; teachers play an important role in the
science curriculum; and the guiding influences of a
teacher's understanding of science are associated
with power. The finding of the study provides
evidence that the teachers' science understanding is
unique and developed over time. This investigation
recommends that teachers' personal understandings
become a focus in developing educational
opportunities for elementary school teachers. This
study further recommends challenging a hegemony
related to positivism that exists in science
curricula and the use of narrative inquiry as
a method of understanding teacher experiences.
Detailangaben zum Buch - Teacher Talk About Science
Buch in der Datenbank seit 2008-12-17T04:44:15+01:00 (Berlin) Detailseite zuletzt geändert am 2023-03-04T09:10:29+01:00 (Berlin) ISBN/EAN: 3639080564
ISBN - alternative Schreibweisen: 3-639-08056-4, 978-3-639-08056-8 Alternative Schreibweisen und verwandte Suchbegriffe: Autor des Buches: robert price, vdm verlag, robert müller Titel des Buches: robert muller, understanding science, what about, talk talk
