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Published by Sense Publishers, 2007
ISBN 10: 908790035XISBN 13: 9789087900359
Seller: Revaluation Books, Exeter, United Kingdom
Book Print on Demand
Paperback. Condition: Brand New. 288 pages. 9.10x6.10x0.70 inches. In Stock. This item is printed on demand.
Published by Springer, 2015
ISBN 10: 3319165429ISBN 13: 9783319165424
Seller: Phatpocket Limited, Waltham Abbey, HERTS, United Kingdom
Book
Condition: Like New. Used - Like New. Book is new and unread but may have minor shelf wear. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.
Published by Springer, 2011
ISBN 10: 9048139260ISBN 13: 9789048139262
Seller: booksXpress, Bayonne, NJ, U.S.A.
Book
Hardcover. Condition: new.
Published by Springer, 2014
ISBN 10: 9401782970ISBN 13: 9789401782975
Seller: booksXpress, Bayonne, NJ, U.S.A.
Book
Soft Cover. Condition: new.
Published by Springer, 2015
ISBN 10: 3319165429ISBN 13: 9783319165424
Seller: booksXpress, Bayonne, NJ, U.S.A.
Book
Hardcover. Condition: new.
Published by Springer, 2016
ISBN 10: 3319352083ISBN 13: 9783319352084
Seller: booksXpress, Bayonne, NJ, U.S.A.
Book
Soft Cover. Condition: new.
Published by Springer, 2011
ISBN 10: 9048139260ISBN 13: 9789048139262
Seller: GF Books, Inc., Hawthorne, CA, U.S.A.
Book
Condition: Good. Book is in Used-Good condition. Pages and cover are clean and intact. Used items may not include supplementary materials such as CDs or access codes. May show signs of minor shelf wear and contain limited notes and highlighting.
Published by Springer, 2011
ISBN 10: 9048139260ISBN 13: 9789048139262
Seller: GF Books, Inc., Hawthorne, CA, U.S.A.
Book
Condition: Very Good. Book is in Used-VeryGood condition. Pages and cover are clean and intact. Used items may not include supplementary materials such as CDs or access codes. May show signs of minor shelf wear and contain very limited notes and highlighting.
Published by Springer, 2011
ISBN 10: 9048139260ISBN 13: 9789048139262
Seller: GF Books, Inc., Hawthorne, CA, U.S.A.
Book
Condition: Fine. Book is in Used-LikeNew condition. Pages and cover are clean and intact. Used items may not include supplementary materials such as CDs or access codes. May show signs of minor shelf wear.
Published by Springer, 2011
ISBN 10: 9048139260ISBN 13: 9789048139262
Seller: Book Deals, Tucson, AZ, U.S.A.
Book
Condition: Very Good. Very Good condition. Shows only minor signs of wear, and very minimal markings inside (if any).
Published by Springer, 2011
ISBN 10: 9048139260ISBN 13: 9789048139262
Seller: Books Unplugged, Amherst, NY, U.S.A.
Book
Condition: Fair. Buy with confidence! Book is in acceptable condition with wear to the pages, binding, and some marks within.
Published by Springer, 2011
ISBN 10: 9048139260ISBN 13: 9789048139262
Seller: Book Deals, Tucson, AZ, U.S.A.
Book
Condition: Fine. Like New condition. Great condition, but not exactly fully crisp. The book may have been opened and read, but there are no defects to the book, jacket or pages.
Published by Springer, 2016
ISBN 10: 3319352083ISBN 13: 9783319352084
Seller: Lucky's Textbooks, Dallas, TX, U.S.A.
Book
Condition: New.
Published by Springer, 2014
ISBN 10: 9401782970ISBN 13: 9789401782975
Seller: Lucky's Textbooks, Dallas, TX, U.S.A.
Book
Condition: New.
Published by Springer, 2011
ISBN 10: 9048139260ISBN 13: 9789048139262
Seller: Lucky's Textbooks, Dallas, TX, U.S.A.
Book
Condition: New.
Published by Springer, 2011
ISBN 10: 9048139260ISBN 13: 9789048139262
Seller: Iridium_Books, DH, SE, Spain
Book
Condition: Used - Good.
Published by Springer, 2015
ISBN 10: 3319165429ISBN 13: 9783319165424
Seller: Ria Christie Collections, Uxbridge, United Kingdom
Book Print on Demand
Condition: New. PRINT ON DEMAND Book; New; Fast Shipping from the UK. No. book.
Published by Springer, 2014
ISBN 10: 9401782970ISBN 13: 9789401782975
Seller: Ria Christie Collections, Uxbridge, United Kingdom
Book Print on Demand
Condition: New. PRINT ON DEMAND Book; New; Fast Shipping from the UK. No. book.
Published by Springer, 2016
ISBN 10: 3319352083ISBN 13: 9783319352084
Seller: Ria Christie Collections, Uxbridge, United Kingdom
Book Print on Demand
Condition: New. PRINT ON DEMAND Book; New; Fast Shipping from the UK. No. book.
Published by Springer, 2011
ISBN 10: 9048139260ISBN 13: 9789048139262
Seller: Ria Christie Collections, Uxbridge, United Kingdom
Book Print on Demand
Condition: New. PRINT ON DEMAND Book; New; Fast Shipping from the UK. No. book.
Published by Springer 2016-10, 2016
ISBN 10: 3319352083ISBN 13: 9783319352084
Seller: Chiron Media, Wallingford, United Kingdom
Book
PF. Condition: New.
Published by Springer International Publishing Sep 2015, 2015
ISBN 10: 3319165429ISBN 13: 9783319165424
Seller: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Germany
Book Print on Demand
Buch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This volume considers the future of science learning - what is being learned and how it is being learned - in formal and informal contexts for science education. To do this, the book explores major contemporary shifts in the forms of science that could or should be learned in the next 20 years, what forms of learning of that science should occur, and how that learning happens, including from the perspective of learners. In particular, this volume addresses shifts in the forms of science that are researched and taught post-school - emerging sciences, new sciences that are new integrations, 'futures science', and increases in the complexity and multidisciplinarity of science, including a multidisciplinarity that embraces ways of knowing beyond science. A central aspect of this in terms of the future of learning science is the urgent need to engage students, including their non-cognitive, affective dimensions, both for an educated citizenry and for a productive response to the ubiquitous concerns about future demand for science-based professionals. Another central issue is the actual impact of ICT on science learning and teaching, including shifts in how students use mobile technology to learn science. 316 pp. Englisch.
Published by Springer Netherlands Nov 2014, 2014
ISBN 10: 9401782970ISBN 13: 9789401782975
Seller: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Germany
Book Print on Demand
Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Over the past twenty years, much has been written about the knowledge bases thought necessary to teach science. Shulman has outlined seven knowledge domains needed for teaching, and others, such as Tamir, have proposed somewhat similar domains of knowledge, specifically for science teachers. Aspects of this knowledge have changed because of shifts in curriculum thinking, and the current trends in science education have seen a sharp increase in the significance of the knowledge bases. The development of a standards-based approach to the quality of science teaching has become common in the Western world, and phrases such as 'evidence-based practice' have been tossed around in the attempt to 'measure' such quality. The Professional Knowledge Base of Science Teaching explores the knowledge bases considered necessary for science teaching. It brings together a number of researchers who have worked with science teachers, and they address what constitutes evidence of high quality science teaching, on what basis such evidence can be judged, and how such evidence reflects the knowledge basis of the modern day professional science teacher. This is the second book produced from the Monash University- King's College London International Centre for the Study of Science and Mathematics Curriculum. The first book presented a big picture of what science education might be like if values once again become central while this book explores what classroom practices may look like based on such a big picture. 344 pp. Englisch.
Published by Springer International Publishing Okt 2016, 2016
ISBN 10: 3319352083ISBN 13: 9783319352084
Seller: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Germany
Book Print on Demand
Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This volume considers the future of science learning - what is being learned and how it is being learned - in formal and informal contexts for science education. To do this, the book explores major contemporary shifts in the forms of science that could or should be learned in the next 20 years, what forms of learning of that science should occur, and how that learning happens, including from the perspective of learners. In particular, this volume addresses shifts in the forms of science that are researched and taught post-school - emerging sciences, new sciences that are new integrations, 'futures science', and increases in the complexity and multidisciplinarity of science, including a multidisciplinarity that embraces ways of knowing beyond science. A central aspect of this in terms of the future of learning science is the urgent need to engage students, including their non-cognitive, affective dimensions, both for an educated citizenry and for a productive response to the ubiquitous concerns about future demand for science-based professionals. Another central issue is the actual impact of ICT on science learning and teaching, including shifts in how students use mobile technology to learn science. 316 pp. Englisch.
Published by SPRINGER NATURE Mrz 2011, 2011
ISBN 10: 9048139260ISBN 13: 9789048139262
Seller: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Germany
Book Print on Demand
Buch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Over the past twenty years, much has been written about the knowledge bases thought necessary to teach science. Shulman has outlined seven knowledge domains needed for teaching, and others, such as Tamir, have proposed somewhat similar domains of knowledge, specifically for science teachers. Aspects of this knowledge have changed because of shifts in curriculum thinking, and the current trends in science education have seen a sharp increase in the significance of the knowledge bases. The development of a standards-based approach to the quality of science teaching has become common in the Western world, and phrases such as 'evidence-based practice' have been tossed around in the attempt to 'measure' such quality. The Professional Knowledge Base of Science Teaching explores the knowledge bases considered necessary for science teaching. It brings together a number of researchers who have worked with science teachers, and they address what constitutes evidence of high quality science teaching, on what basis such evidence can be judged, and how such evidence reflects the knowledge basis of the modern day professional science teacher. This is the second book produced from the Monash University- King's College London International Centre for the Study of Science and Mathematics Curriculum. The first book presented a big picture of what science education might be like if values once again become central while this book explores what classroom practices may look like based on such a big picture. 326 pp. Englisch.
Published by Springer Netherlands, 2014
ISBN 10: 9401782970ISBN 13: 9789401782975
Seller: moluna, Greven, Germany
Book Print on Demand
Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Supports the importance of knowledge bases for successful teaching of scienceExplores what expert classroom knowledge and practices may look like if values once again become centralRepresents a range of perspectives on this centrally import.
Published by Springer International Publishing, 2015
ISBN 10: 3319165429ISBN 13: 9783319165424
Seller: moluna, Greven, Germany
Book Print on Demand
Gebunden. Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Considers future possibilities for science learning from the perspective of learnersArgues for 21st century advances in science to be reflected in what is learned in school scienceDiscusses the impact of ICT on science learning and teaching.
Published by Springer International Publishing, 2016
ISBN 10: 3319352083ISBN 13: 9783319352084
Seller: moluna, Greven, Germany
Book Print on Demand
Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Considers future possibilities for science learning from the perspective of learnersArgues for 21st century advances in science to be reflected in what is learned in school scienceDiscusses the impact of ICT on science learning and teaching.
Published by Springer Netherlands, 2011
ISBN 10: 9048139260ISBN 13: 9789048139262
Seller: moluna, Greven, Germany
Book Print on Demand
Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Supports the importance of knowledge bases for successful teaching of scienceExplores what expert classroom knowledge and practices may look like if values once again become centralRepresents a range of perspectives on this centrally import.
Published by Springer International Publishing, 2015
ISBN 10: 3319165429ISBN 13: 9783319165424
Seller: AHA-BUCH GmbH, Einbeck, Germany
Book
Buch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - This volume considers the future of science learning - what is being learned and how it is being learned - in formal and informal contexts for science education. To do this, the book explores major contemporary shifts in the forms of science that could or should be learned in the next 20 years, what forms of learning of that science should occur, and how that learning happens, including from the perspective of learners. In particular, this volume addresses shifts in the forms of science that are researched and taught post-school - emerging sciences, new sciences that are new integrations, 'futures science', and increases in the complexity and multidisciplinarity of science, including a multidisciplinarity that embraces ways of knowing beyond science. A central aspect of this in terms of the future of learning science is the urgent need to engage students, including their non-cognitive, affective dimensions, both for an educated citizenry and for a productive response to the ubiquitous concerns about future demand for science-based professionals. Another central issue is the actual impact of ICT on science learning and teaching, including shifts in how students use mobile technology to learn science.