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020 _a9789400741683
_99789400741683
024 7 _a10.1007/9789400741683
_2doi
035 _avtls000367182
039 9 _a201509030710
_bVLOAD
_c201405070438
_dVLOAD
_y201402251611
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040 _aMX-SnUAN
_bspa
_cMX-SnUAN
_erda
050 4 _aLC8-6691
100 1 _aKhine, Myint Swe.
_eeditor.
_9308008
245 1 0 _aCritical Analysis of Science Textbooks :
_bEvaluating instructional effectiveness /
_cedited by Myint Swe Khine.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2013.
300 _avii, 312 páginas 34 ilustraciones
_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 _aPART I – INTRODUCTION -- CHAPTER 1 The Criteria for Evaluating the Quality of the Science Textbooks, Iztok Devetak, Janez Vogrinc -- CHAPTER 2 Development of the Graphical Analysis Protocol (GAP) for Eliciting the Graphical Demands of Science Texts, Scott Slough, Erin McTigue -- PART II – TEXTUAL AND LANGUAGE ANALYSIS OF SCIENCE TEXTBOOKS -- CHAPTER 3 Understanding the Disciplines of Science: Analyzing the Language of Science Textbooks, Sandy Muspratt, Peter Freebody -- CHAPTER 4 Towards a More Epistemologically Valid Image of School Science: Revealing the Textuality of School Science Textbooks, Kostas Dimopoulos, Christina Karamanidou -- CHAPTER 5 How Effective Is the Use of Analogies in Science Textbooks? MaryKay Orgill -- CHAPTER 6 Textual Features and Language Demands of Primary Grade Science Textbooks: The Call for more Informational Texts in Primary Grades, Nadine Bryce -- PART III – CONTENT ANALYSIS OF SCIENCE TEXTBOOKS -- CHAPTER 7 A Review of the Earth Science Content of Science Textbooks in England and Wales, Chris King -- CHAPTER 8 A Content Analysis of Science in Nineteenth Century US Readers: Early American Science Education, Peter Rillero -- CHAPTER 9 Educational Approach to Environmental Complexity in Life Sciences School Manuals: An Analysis Across Countries, Silvia Caravita, Adriana Valente -- CHAPTER 10 Analysis of Turkish General Chemistry Textbooks based on a History and Philosophy of Science Perspective, Mansoor Niaz, Bayram Co?tu -- CHAPTER 11 An Analysis of Standard-based High School Physics Textbooks of Finland and the United States, Do-Yong Park, Jari Lavonen -- CHAPTER 12 A Qualitative Method to Determine How Textbooks Portray Scientific Methodology, Ian C Binns -- CHAPTER 13 Science and Science Teaching, Nicos Valanides, Maria Papageorgiou, Pavlos Rigas -- CHAPTER 14 Content Analysis of Diagrams in Secondary School Science Textbooks, Yang Liu, David F. Treagust -- PART VI – CONCLUSION -- CHAPTER 15 Analysis of Science Textbooks for Instructional Effectiveness, Myint Swe Khine.
520 _aThe critical analysis of science textbooks is vital in improving teaching and learning at all levels in the subject, and this volume sets out a range of academic perspectives on how that analysis should be done. Each chapter focuses on an aspect of science textbook appraisal, with coverage of everything from theoretical and philosophical underpinnings, methodological issues, and conceptual frameworks for critical analysis, to practical techniques for evaluation. Contributions from many of the most distinguished scholars in the field give this collection its sure-footed contemporary relevance, reflecting the international standards of UNESCO as well as leading research organizations such as the American Association for the Advancement of Science (whose Project 2061 is an influential waypoint in developing protocols for textbook analysis). Thus the book shows how to gauge aspects of textbooks such as their treatment of controversial issues, graphical depictions, scientific historiography, vocabulary usage, accuracy, and readability. The content also covers broader social themes such as the portrayal of women and minorities. "Despite newer, more active pedagogies, textbooks continue to have a strong presence in classrooms and to embody students’ socio-historical inheritance in science. Despite their ubiquitous presence, they have received relatively little on-going empirical study. It is imperative that we understand how textbooks influence science learning. This book presents a welcome and much needed analysis." Tina A. Grotzer Harvard University, Cambridge, Massachusetts, USA "The present book provides a much needed survey of the current state of research into science textbooks, and offers a wide range of perspectives to inform the 'science' of writing better science textbooks." Keith S Taber University of Cambridge, Cambridge, United Kingdom
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:
_z9789400741676
856 4 0 _uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-94-007-4168-3
_zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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