Design-based concept learning in science and technology education.

Sonst. Personen	Henze, Ineke (Hrsg.); Vries, Marc J. de (Hrsg.)
Titel	Design-based concept learning in science and technology education.
Quelle	Boston: Brill \| Sense (2021), XVII, 395 S.Verfügbarkeit
Reihe	International Technology Education Studies. 17
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monografie
ISSN	1879-8748
ISBN	9789004449985; 9789004449992; 9789004450004 (E-Book)
Schlagwörter	Concept learning; Science; Study and teaching; Technology; Bildungstheorie; Bildungspraxis + Suchen Sie Ihr Suchwort? Concept formation; Begriffsbildung; Sciences; Wissenschaft; Study; Studies; Teaching; Studium; Unterricht; Technologie
Abstract	PART 1. Introduction. Design based concept learning: An introduction -- Design based learning in Science and Technology as integrated STEM -- PART 2. Science Concepts. The nature of matter in a design-based Chemistry task: From macroscopic properties to the microscopic models of materials using the notion of activity theory for curriculum design -- Supporting conceptual change in Chemistry through design based learning: The heating/cooling system unit -- Design based concept learning in Physics education: Electricity -- Design based learning in electronics and mechatronics: Exploring the application in schools -- Modeling and concept learning in Calculus -- PART 3. Technology/Engineering Concepts. Design based learning in Engineering education -- Systems in everyday lives: Making the invisible visible -- Design based learning of the design brief concept -- Design based biotechnological learning: Distinct knowledge forms supporting technology and science conceptual understanding -- Analogies in biomimicry -- PART 4. Methods and Approaches. A mind set called design thinking -- Teachers noticing chemical thinking while students plan and draw designs -- Teachers' reported practice of verbal scaffolding during design activities -- PART 5. Conclusion. Design based concept learning: Themes and possible futures. "Learning concepts is a real challenge for learners because of the abstract nature of concepts. This holds particularly true for concepts in science and technology education where learning concepts by doing design activities is potentially a powerful way to overcome that learning barrier. Much depends, however, on the role of the teacher. Design-Based Concept Learning in Science and Technology Education brings together contributions from researchers that have investigated what conditions need to be fulfilled to make design-based education work. The chapters contain studies from a variety of topics and concepts in science and technology education. So far, studies on design-based learning have been published in a variety of journals, but never before were the outcomes of those studies brought together in one volume. Now an overview of insights about design-based concept learning is presented with expectations about future directions and trends"--Provided by publisher.
Erfasst von	Library of Congress, Washington, DC
Update	2022/1/03