Exploration and meaning making in the learning of science
This original and unorthodox book summarizes the author’s present thinking about curriculum design and direct work with students. The author draws upon his varied experiences to present a case for the importance of direct engagement with phenomena and materials. He argues that this practice is more...
| Autor principal: | |
|---|---|
| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
Dordrecht ; New York :
Springer
c2009.
|
| Edición: | 1st ed. 2009. |
| Colección: | Innovations in science education and technology ;
v. 18. |
| Materias: | |
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009455423906719 |
Tabla de Contenidos:
- Characteristics of a Genetic Approach to Curriculum Design
- A Pedagogical Model For Guided Inquiry
- A Grade 1–9 Curriculum Framework Composed of Archetypical Phenomena and Technological Artifacts
- An Alternative Paradigm as a Basis for a Holistic Approach to Science Education
- The Body Image and Feelings in Science Learning
- Sensory Understanding
- Movement in Explorations, Gestural Representations, and Communication
- Empathy
- Aesthetics in the Learning of Science
- Play and Exploration in the Teaching and Learning of Science
- Play and Variations in Explorations and Representations: The Stereoscopic Principle and Montage in the Design of Science Educational Experiences
- The Role of Metaphor, Models, and Analogies in Science Education.
