000 03562nam a22004935i 4500
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
024 7 _a10.1007/978-1-4020-6910-9
_2doi
050 4 _aLB5-3640
072 7 _aJNT
_2bicssc
072 7 _aJMRL
_2bicssc
072 7 _aEDU009000
_2bisacsh
072 7 _aEDU044000
_2bisacsh
082 0 4 _a371.3
_223
100 1 _aKalman, Calvin S.
_eauthor.
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.
300 _aXVI, 192 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aInnovation and Change in Professional Education ;
_v3
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