000 06114nam a22003735i 4500
001 282412
003 MX-SnUAN
005 20160429154149.0
007 cr nn 008mamaa
008 150903s2007 ne | o |||| 0|eng d
020 _a9781402050329
_99781402050329
024 7 _a10.1007/9781402050329
_2doi
035 _avtls000335009
039 9 _a201509030251
_bVLOAD
_c201404300256
_dVLOAD
_y201402041249
_zstaff
040 _aMX-SnUAN
_bspa
_cMX-SnUAN
_erda
050 4 _aLC8-6691
100 1 _aPintó, Roser.
_eeditor.
_9309082
245 1 0 _aContributions from Science Education Research /
_cedited by Roser Pintó, Digna Couso.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2007.
300 _brecurso en línea.
336 _atexto
_btxt
_2rdacontent
337 _acomputadora
_bc
_2rdamedia
338 _arecurso en línea
_bcr
_2rdacarrier
347 _aarchivo de texto
_bPDF
_2rda
500 _aSpringer eBooks
505 0 _aStudents’ Interest In Learning Science -- Interest in Science: Lessons and non-lessons from TIMSS and PISA -- Research-based Innovative Units for Enhancing Student Cognitive Outcomes and Interest in Science -- Girls and Physics: Dilemmas and Tensions -- Science Education Research: New Approaches and Links to Practice -- Contested Territory: The Actual and Potential Impact of Research on Teaching and Learning Science on Students’ Learning -- Studying Science Teaching Practices in Relation to Learning: Time Scales of Teaching Phenomena -- The Potential of Video Studies in Research on Teaching and Learning Science -- Science Teachers’ Knowledge, Practice and Education -- Pedagogical Content Knowledge: What Does it Mean to Science Teachers? -- Science Teachers’ PCK and Teaching Practice: Learning to Scaffold Students’ Open-inquiry Learning -- Physics in Context – A program for Improving Physics Instruction in Germany -- The Relationship of Capability Beliefs and Teaching Environments of New Danish Elementary Teachers of Science to Teaching Success -- A Beginners’ Module of Integrated Natural Science for Secondary Teacher Students: The result of an Educational Reconstruction Process over Three Iterations -- Learning and Understanding Science -- Learning Process Studies -- Meaning Construction and Contextualization While Solving a Dynamics Task in the Laboratory -- Development of a Model of Formative Assessment -- Memorisation of Information from Scientific Movies -- Teaching and Learning Scientific Concepts -- Micro-organisms: Everyday Knowledge Predates and Contrasts with School Knowledge -- Using the Processes of Electrical Charge of Bodies as a Tool in the Assessment of University Students’ Learning in Electricity -- Representation and Learning about Evaporation -- Learning from the History and Philosophy of Science: Deficiencies in Teaching the Macroscopic Concepts of Substance and Chemical Change -- Innovative Teaching–Learning Environments in Science Education -- Non-Formal Science Teaching and Learning -- Adults’ Understanding of Analogy-based Exhibits in an Interactive Science Museum -- The Puppets Project: Using Puppets to Promote Engagement and Talk in Science -- Inquiring the Inquiry Laboratory in High School -- Developing Students’ Views on the Nature of Science through Non-traditional Writing-to-Learn Experiences in the Science Classroom -- Models and Modelling in Science Education -- Towards a Validated Conception of Scientific Models -- The Development of Elementary Students’ Understanding of Complex Ecosystems Through a Model-Based Approach -- Effects of Model-Based Teaching on the Durability of Pre-Service Physics Teachers’ Conceptions of Lunar Events -- Learning and Teaching about Ecosystems Based on Systems Thinking and Modelling in an Authentic Practice -- Discourse and Argumentation in Science Education -- Argumentation and the Learning of Science -- Students’ Argumentation in Group Discussions on a Socio-Scientific Issue -- Exemplary Teaching of Argumentation: A Case Study of Two Science Teachers -- What Can We Learn from a Study of Argumentation in the Students Answers and Group Discussion to Open Physics Problems? -- Teaching and Learning Science Using Multimedia and Computer Tools -- Evaluating Students’ Multimedia Science Design Projects in the Elementary Classroom -- Technology-Enhanced Collaborative Inquiry Learning: Four Approaches under Common Aspects -- Visualizing the Quantum Atom -- Evaluation of the Hypermedia Learning Environment “Physics for Medical Students” Within two Different Settings -- The Role of Language in Learning Physics with Computer-based Multimedia.
520 _aIn August 2005, over 500 international researchers from the field of science education met at the 5th European Science Education Research Association conference in Barcelona, Spain. Two of the main topics at this conference were: the decrease in the number of students interested in school science and concern about the worldwide outcomes of studies on students’ scientific literacy. At the conference, over 400 papers were presented, covering a wide range of topics relevant to science education research, such as evidence-based practice, teachers’ professional development, the role of ICT and multimedia, formal and informal learning environments, and argumentation and modelling in science education. This volume includes edited versions of 37 outstanding papers presented during the conference, including the lectures of the keynote speakers. They have been selected for their quality, variety and interest, and present a good overview of the field of science education research.
590 _aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700 1 _aCouso, Digna.
_eeditor.
_9309083
710 2 _aSpringerLink (Servicio en línea)
_9299170
776 0 8 _iEdición impresa:
_z9781402050312
856 4 0 _uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-1-4020-5032-9
_zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
942 _c14
999 _c282412
_d282412