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020 _a9781402046742
_99781402046742
024 7 _a10.1007/140204674-X
_2doi
035 _avtls000334865
039 9 _a201509030249
_bVLOAD
_c201404120856
_dVLOAD
_c201404090635
_dVLOAD
_y201402041245
_zstaff
040 _aMX-SnUAN
_bspa
_cMX-SnUAN
_erda
050 4 _aLB5-3640
100 1 _aEshach, Haim.
_eeditor.
_9309296
245 1 0 _aScience Literacy in Primary Schools and Pre-Schools /
_cedited by Haim Eshach.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2006.
300 _aApprox. 305 páginas
_brecurso en línea.
336 _atexto
_btxt
_2rdacontent
337 _acomputadora
_bc
_2rdamedia
338 _arecurso en línea
_bcr
_2rdacarrier
347 _aarchivo de texto
_bPDF
_2rda
490 0 _aClassics in Science Education ;
_v1
500 _aSpringer eBooks
505 0 _aShould Science Be Taught in Early Childhood? -- How Should Science Be Taught in Early Childhood? -- When Learning Science By Doing Meets Design and Technology -- From the Known to the Complex: The Inquiry Events Method as a Tool for K-2 Science Teaching -- Bridging In-School and Out-Of-School Learning: Formal, Non-Formal, and Informal.
520 _aWhen it comes to science, many of today's children experience narrow and impoverished learning opportunities, which, as professor Judah Schwartz writes in the preface to this book, lead ulitmately to a mere caricature of science. One source of the problem is the wrong—terribly wrong—belief that science is an inappropriate subject for early elementary education and certainly for kindergarten education. As a curative to this prevalent and unfortunate situation, this well-written and thought-provoking book presents the state-of-the-art in science education for kindergarten and primary schools. It begins with a thorough theoretical discussion on why it is incumbent on the science educator to teach science already at first stages of childhood. It goes on to analyze and synthesize a broad range of educational approaches and themes such as: inquiry-based teaching; learning through authentic problems; scaffolding; situated learning; learning through projects; non-verbal knowledge; and informal learning. The book also presents fresh novel strategies to science teaching such as learning science through designing, building, evaluating and redesigning simple artifacts; and Inquiry Events. Numerous examples illustrating how the theories presented may be brought into practice are provided.
590 _aPara consulta fuera de la UANL se requiere clave de acceso remoto.
710 2 _aSpringerLink (Servicio en línea)
_9299170
776 0 8 _iEdición impresa:
_z9781402046414
856 4 0 _uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/1-4020-4674-X
_zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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999 _c282505
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