000 | 03562nam a22004935i 4500 | ||
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001 | 978-1-4020-6910-9 | ||
003 | DE-He213 | ||
005 | 20161121230831.0 | ||
007 | cr nn 008mamaa | ||
008 | 100301s2008 ne | s |||| 0|eng d | ||
020 |
_a9781402069109 _9978-1-4020-6910-9 |
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024 | 7 |
_a10.1007/978-1-4020-6910-9 _2doi |
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050 | 4 | _aLB5-3640 | |
072 | 7 |
_aJNT _2bicssc |
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072 | 7 |
_aJMRL _2bicssc |
|
072 | 7 |
_aEDU009000 _2bisacsh |
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072 | 7 |
_aEDU044000 _2bisacsh |
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082 | 0 | 4 |
_a371.3 _223 |
100 | 1 |
_aKalman, Calvin S. _eauthor. |
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245 | 1 | 0 |
_aSuccessful Science and Engineering Teaching _h[electronic resource] : _bTheoretical and Learning Perspectives / _cby Calvin S. Kalman. |
264 | 1 |
_aDordrecht : _bSpringer Netherlands, _c2008. |
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300 |
_aXVI, 192 p. _bonline resource. |
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336 |
_atext _btxt _2rdacontent |
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337 |
_acomputer _bc _2rdamedia |
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338 |
_aonline resource _bcr _2rdacarrier |
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347 |
_atext file _bPDF _2rda |
||
490 | 1 |
_aInnovation and Change in Professional Education ; _v3 |
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505 | 0 | _aHow Students Learn Science -- Intellectual Development and Psychological Types -- Students Alternative Scientific Conceptions -- Writing to Learn: Reflective Writing -- Changing Student's Epistemologies -- Getting Students to Examine Their Epistemology -- Critical Thinking -- Educational Models Based upon Philosophy of Science -- Changing Student's Epistemologies -- Final Thoughts -- Courses for Non-science Students -- Computer Assisted Instruction -- Summing Up. | |
520 | _aThe intent of this book is to describe how a professor can provide a learning environment that assists students to come to grips with the nature of science and engineering, to understand science and engineering concepts, and to solve problems in science and engineering courses. As such, this book is intended to be useful for any science or engineering professor, who wants to change their course to include more effective teaching methods, to instructors at post-secondary institutions, who are beginning their careers, and as a handbook for TA’s. Since the book is based upon articles that I have had published in Science Educational Research and which are grounded in educational research that I have performed (both quantitative and qualitative) over many years, it will also be of interest to anyone engaged in research into teaching science and engineering at the post-secondary level. I have also tried to include enough background so that the book could be used as a textbook for a course in educational practice in science and engineering. The book has two main axes of development. Firstly, how do we get students to change their epistemology so that their outlook on the course material is not that it consists of a tool kit of assorted practices, classified according to problem type, but rather that the subject comprises a connected structure of concepts. Secondly, helping students to have a deeper understanding of science and engineering. | ||
650 | 0 | _aEducation. | |
650 | 0 | _aScience education. | |
650 | 0 | _aTeaching. | |
650 | 1 | 4 | _aEducation. |
650 | 2 | 4 | _aLearning & Instruction. |
650 | 2 | 4 | _aScience Education. |
650 | 2 | 4 | _aTeaching and Teacher Education. |
710 | 2 | _aSpringerLink (Online service) | |
773 | 0 | _tSpringer eBooks | |
776 | 0 | 8 |
_iPrinted edition: _z9781402069093 |
830 | 0 |
_aInnovation and Change in Professional Education ; _v3 |
|
856 | 4 | 0 | _uhttp://dx.doi.org/10.1007/978-1-4020-6910-9 |
912 | _aZDB-2-SHU | ||
950 | _aHumanities, Social Sciences and Law (Springer-11648) | ||
999 |
_c504636 _d504636 |