Titlebook: Research and the Quality of Science Education; Kerst Boersma,Martin Goedhart,Harrie Eijkelhof Book 2005 Springer Science+Business Media B.

Awning

How Can Large International Comparative Studies Contribute to the Quality of Science Education? number of examples have been presented to demonstrate how findings in various areas are relevant to help improve science education. Focus are on students’ conceptual understanding, gender and school differences, relations to home background factors, and on what characteristics of instruction that s

intoxicate

和平主義

40 Years of Curriculum Development relationship to issues and ideologies current at the time, the question of ‘top-down’ versus ‘bottom-up’ development, the role of didactic inventions and creativity, the relationship of development to research, and the question of ownership.

背景

Characteristics of Meaningful Chemistry Educationd-to-know basis, and making students feel that their input matters. We illustrate that it is educationally worthwhile to incorporate these characteristics, through our work on a particular chemistry module. Such emphasis leads to concrete, empirically based designs of modules and to heuristic guidel

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玩笑

School Innovation in Science: Change, Culture, Complexity The model involves a framework for describing effective teaching and learning, and a strategy that allows schools flexibility to develop their practice to suit local conditions and to maintain ownership of the change process. SIS has proved successful in improving science teaching and learning in p

生氣地

MIR

Science Teacher Education: Issues and Proposalsnd understanding of such knowledge by students during teacher education. In the present paper we discuss certain recent studies concerning teachers’ knowledge base; besides we present and discuss a framework for developing and investigating courses in science teacher education; finally, in the third

narcissism

Outcomes of Professional Development in Primary Science: Developing a Conceptual Frameworkurce constraints. It is vital that professional development is as effective as possible. This paper describes an attempt to examine the outcomes of such activities and to try to apply an existing categorisation system for framing these outcomes in terms of their impact at different levels on pupils,

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