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| 001 | 282418 | ||
| 003 | MX-SnUAN | ||
| 005 | 20160429154149.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 150903s2010 ne | o |||| 0|eng d | ||
| 020 |
_a9781402052712 _99781402052712 |
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| 024 | 7 |
_a10.1007/9781402052712 _2doi |
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| 035 | _avtls000335108 | ||
| 039 | 9 |
_a201509030806 _bVLOAD _c201404300257 _dVLOAD _y201402041251 _zstaff |
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_aMX-SnUAN _bspa _cMX-SnUAN _erda |
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| 050 | 4 | _aLC8-6691 | |
| 100 | 1 |
_aHeywood, David. _eautor _9309090 |
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| 245 | 1 | 4 |
_aThe Pedagogy of Physical Science / _cby David Heywood, Joan Parker. |
| 264 | 1 |
_aDordrecht : _bSpringer Netherlands, _c2010. |
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| 300 |
_axii, 197 páginas _brecurso en línea. |
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| 336 |
_atexto _btxt _2rdacontent |
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| 337 |
_acomputadora _bc _2rdamedia |
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| 338 |
_arecurso en línea _bcr _2rdacarrier |
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| 347 |
_aarchivo de texto _bPDF _2rda |
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| 490 | 0 |
_aContemporary Trends and Issues in Science Education, _x1878-0482 ; _v38 |
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| 500 | _aSpringer eBooks | ||
| 520 | _aIn the science classroom, there are some ideas that are as difficult for young students to grasp as they are for teachers to explain. Forces, electricity, light, and basic astronomy are all examples of conceptual domains that come into this category. How should a teacher teach them? The authors of this monograph reject the traditional separation of subject and pedagogic knowledge. They believe that to develop effective teaching for meaningful learning in science, we must identify how teachers themselves interpret difficult ideas in science and, in particular, what supports their own learning in coming to a professional understanding of how to teach science concepts to young children. To do so, they analyzed trainee and practising teachers’ responses to engaging with difficult ideas when learning science in higher education settings. The text demonstrates how professional insight emerges as teachers identify the elements that supported their understanding during their own learning. In this paradigm, professional awareness derives from the practitioner interrogating their own learning and identifying implications for their teaching of science. The book draws on a significant body of critically analysed empirical evidence collated and documented over a five-year period involving large numbers of trainee and practising teachers. It concludes that it is essential to ‘problematize’ subject knowledge, both for learner and teacher. The book’s theoretical perspective draws on the field of cognitive psychology in learning. In particular, the role of metacognition and cognitive conflict in learning are examined and subsequently applied in a range of contexts. The work offers a unique and refreshing approach in addressing the important professional dimension of supporting teacher understanding of pedagogy and critically examines assumptions in contemporary debates about constructivism in science education. | ||
| 590 | _aPara consulta fuera de la UANL se requiere clave de acceso remoto. | ||
| 700 | 1 |
_aParker, Joan. _eautor _9309091 |
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| 710 | 2 |
_aSpringerLink (Servicio en línea) _9299170 |
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| 776 | 0 | 8 |
_iEdición impresa: _z9781402052705 |
| 856 | 4 | 0 |
_uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-1-4020-5271-2 _zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL) |
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