Insights from research in science teaching and learning. Selected papers from the Esera 2013 Conference.

Sonst. Personen	Papadouris, Nicos (Hrsg.)
Institution	European Science Education Research Association
Titel	Insights from research in science teaching and learning. Selected papers from the Esera 2013 Conference.
Quelle	Heidelberg; Dordrecht: Springer (2016), IX, 313 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Contributions from science education research. 2
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	3-319-20073-9; 978-3-319-20073-6; 978-3-319-20074-3
DOI	10.1007/978-3-319-20074-3
Schlagwörter	Vorschulalter; Sekundarstufe II; Übergang; Lehrerausbildung; Didaktisches Prinzip; Experiment; Unterrichtsforschung; Unterrichtsinhalt; Fachdidaktik; Inklusion; Design; Mathematik; Naturwissenschaftlicher Unterricht; Technologie; Elektrizitätslehre; Physikunterricht; Berufswunsch; Naturwissenschaftler; Wissenschaftspropädeutik; Europäische Union; Behinderter; Techniker; Deutschland; Griechenland; Großbritannien; Norwegen; Südafrika (Staat)
Abstract	This book includes studies that represent the state of the art in science education research and convey a sense of the variation in educational traditions around the world. The papers are organized into six main sections: science teaching processes, conceptual understanding, reasoning strategies, early years science education, and affective and social aspects of science teaching and learning. The volume features 18 papers, selected from [...] papers presented during the 10th European Science Education Research Association (ESERA) Conference [Nicosia, Cyprus, 2013]. The theme of the conference was "Science Education Research for Evidence-based Teaching and Coherence in Learning". The studies presented underline aspects of great relevance in contemporary science education: the need to reflect on different approaches to enhance our knowledge of learning processes and the role of context, designed or circumstantial, formal or non-formal, in learning and instruction. These studies are innovative in the issues they explore, the methods they use, or the ways in which emergent knowledge in the field is represented. The book is of interest to science educators and science education researchers with a commitment to evidence informed teaching and learning. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2016/3