Glynn, Shawn M.; Duit, Reinders (Eds.)

Learning Science in the Schools: Research Reforming Practice

Mahwah, N.J (USA) 1995: Lawrence Erlbaum Associates, Publishers. 1995.- 379 S.

ISBN 0-8058-1807-3. - ISBN 0-8058-1808-1 (paperback)

Inhalt:

PART I: LEARNING SCIENCE MEANINGFULLY

1. Learning Science Meaningfully: Constructing Conceptual Models
   Shawn M. Glynn and Reinders Duit
2. Constructivism and the Learning of Science
   Robert E. Yager
3. Childrenīs Attitudes Toward Learning Science
   Thomas R. Koballa, Jr.
4. Studentsī Beliefs About Epistemology, Science, and Classroom Learning: A Question of Fit
   Kenneth Tobin, Deborah J. Tippins, and Karl S. Hook
   PART II: CONCEPTUAL DEVELOPMENT IN SCIENCE DOMAINS
5. Childrenīs Biological Ideas: Knowledge About Ecology, Inheritance, and Evolution
   Colin Wood-Robinson
6. Conceptual Development of Basic Ideas in Chemistry
   Ruth Stavy
7. Childrenīs Understanding of Astronomy and the Earth Sciences
   John Baxter
8. Conceptual Development in Physics: Studentsī Understanding of Heat
   Sofia Kesidou, Reinders Duit, and Shawn M. Glynn

PART III: CONCEPTUAL TOOLS FOR LEARNING SCIENCE


9. The ThinkerTools Project: Computer Microworlds as Conceptual Tools for Facilitating Scientific Inquiry
   Barbara Y. White
10. Concept Mapping: A Strategy for Organizing Knowledge
    Joseph D. Novak
11. Teaching Science with Analogies: A Strategy for Constructing Knowledge
    Shawn M. Glynn, Reinders Duit, and Rodney B. Thiele
12. Science Textbooks: Their Present Role and Future Form
    Arthur Stinner

PART IV: ASSESSING LEARNERSī SCIENCE KNOWLEDGE


13. Moving Toward a Portfolio Culture in Science Education
    Drew H. Gitomer and Richard H. Duschl
14. Diagnostic Assessment of Studentsī Science Knowledge
    David H. Treagust
15. Interviewing: A Technique for Assessing Science Knowledge
    Beverley Bell