More Books:

Children'S Ideas In Science
Language: en
Pages: 208
Authors: Driver, Rosalind
Categories: Education
Type: BOOK - Published: 1985-06-01 - Publisher: McGraw-Hill Education (UK)

This book documents and explores the ideas of school students (aged 10-16) about a range of natural phenomena such as light, heat, force and motion, the structure of matter and electricity, they are to study even when they have received no prior systematic instruction. It also examines how students' conceptions
Children's Informal Ideas in Science
Language: en
Pages: 244
Authors: Paul Joseph Black, Arthur Maurice Lucas
Categories: Education
Type: BOOK - Published: 1993 - Publisher: Psychology Press

This book offers the theory to back up a quantity of international research. It combines 12 critical approaches to tackle one central issue: whether children's ideas about science can be explained in a single theoretical framework
Conceptual Structure in Childhood and Adolescence
Language: en
Pages: 232
Authors: Christine Howe
Categories: Psychology
Type: BOOK - Published: 2015-12-22 - Publisher: Routledge

‘Heat breaks up charcoal and puts sulphur dioxide in’; ‘The air pulls faster on heavy masses.’ These and other similar statements by school-aged children untutored in physics carry two messages. First, children’s pre-instructional conceptions of the physical world are a far cry from the received wisdom of science; second, despite
Making Sense of Secondary Science
Language: en
Pages: 226
Authors: Rosalind Driver, Ann Squires, Peter Rushworth, Valerie Wood-Robinson
Categories: Education
Type: BOOK - Published: 2014-09-24 - Publisher: Routledge

Young learners bring to the classroom knowledge and ideas about many aspects of the natural world constructed from their experiences of education and from outside school. These ideas contribute to subsequent learning, and research has shown that the teaching of science is unlikely to be effective unless it takes learners'
Examining Pedagogical Content Knowledge
Language: en
Pages: 307
Authors: Julie Gess-Newsome, Norman G. Lederman
Categories: Education
Type: BOOK - Published: 2001-11-30 - Publisher: Springer Science & Business Media

This ambitious text is the first of its kind to summarize the theory, research, and practice related to pedagogical content knowledge. The audience is provided with a functional understanding of the basic tenets of the construct as well as its applications to research on science teacher education and the development