Student Thinking and Learning in Science - Info and Reading Options
Perspectives on the Nature and Development of Learners' Ideas
By Keith S. Taber
"Student Thinking and Learning in Science" was published by Taylor & Francis Group in 2014 - New York, it has 238 pages and the language of the book is English.
“Student Thinking and Learning in Science” Metadata:
- Title: ➤ Student Thinking and Learning in Science
- Author: Keith S. Taber
- Language: English
- Number of Pages: 238
- Publisher: Taylor & Francis Group
- Publish Date: 2014
- Publish Location: New York
“Student Thinking and Learning in Science” Subjects and Themes:
- Subjects: ➤ Science, study and teaching - Science - Study and teaching (Secondary) - EDUCATION / Teaching Methods & Materials / Science & Technology - EDUCATION / Curricula - Psychological aspects - Science students - Psychology - Educational psychology - Sciences - Étude et enseignement (Secondaire) - Aspect psychologique - Étudiants en sciences - Psychologie - Psychopédagogie - SCIENCE - Study & Teaching - Great Britain
Edition Identifiers:
- The Open Library ID: OL28751441M - OL21234859W
- ISBN-13: 9780415897310 - 9780415897358
- All ISBNs: 9780415897310 - 9780415897358
AI-generated Review of “Student Thinking and Learning in Science”:
"Student Thinking and Learning in Science" Description:
Open Data:
"This readable and informative survey of key ideas about students' thinking in science builds a bridge between theory and practice by offering clear accounts from research, and showing how they relate to actual examples of students talking about widely taught science topics. Focused on secondary students and drawing on perspectives found in the international research literature, the goal is not to offer a comprehensive account of the vast literature, but rather to provide an overview of the current state of the field suitable for those who need an understanding of core thinking about learners' ideas in science, including science education students in teacher preparation and higher degree programs, and classroom teachers, especially those working with middle school, high school, or college level students. Such understanding can inform and enrich science teaching in ways which are more satisfying for teachers, less confusing and frustrating for learners, and so ultimately can lead to both greater scientific literacy and more positive attitudes to science. "--
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