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1. |
Record Nr. |
UNINA990007362150403321 |
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Autore |
Fögen, Marie Theres |
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Titolo |
Römische Rechtsgeschichten : Über Ursprung und Evolution eines sozialen Systems / Marie Theres Fögen |
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Pubbl/distr/stampa |
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Göttingen : Vandenhoeck & Ruprecht, 2002 |
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ISBN |
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Descrizione fisica |
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Collana |
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Veröffentlichungen des Max-Planck-Instituts für Geschichte ; Bd. 172 |
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Disciplina |
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Collocazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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2. |
Record Nr. |
UNINA990008277930403321 |
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Autore |
Marino, Francesco |
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Titolo |
Che sono? Donde vengono? Dove vanno Le Nazioni? [Francesco Marino] |
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Pubbl/distr/stampa |
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Bologna : Tip. Militare, 1887 |
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Descrizione fisica |
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Locazione |
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Collocazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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3. |
Record Nr. |
UNINA9910787460003321 |
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Autore |
Cross Alan |
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Titolo |
Creative ways to teach primary science / / Alan Cross & Jon Board |
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Pubbl/distr/stampa |
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Maidenhead, England : , : Open University Press, , 2014 |
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ISBN |
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Descrizione fisica |
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1 online resource (186 p.) |
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Disciplina |
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Soggetti |
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Science - Study and teaching (Elementary) |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Cover page; Halftitle page; Title page; Copyright page; Praise; Contents; Acknowledgements; 1 Creativity in primary science; Introduction; Creative teachers; Science and creativity; What can help me?; Making science a creative subject; Learner creativity in science; Teacher creativity in developing learner creativity; Forms of creativity; Conclusion; 2 Children as real scientists; Pupils contribute directly to the work of professional scientists; Children as researchers; Children in control; Writing/thinking frames; Safety; Conclusion |
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3 A creative approach to working scientifically: putting children in the driving seatIntroduction; Why do children need to be in the driving seat?; Creative teaching that develops independent learning; Teaching the scientific process: it's not just fair testing!; Creative planning to encourage curiosity; Challenging children's misconceptions; Teachers as questioners; Making it manageable; Creative learning that develops autonomy; Conclusion; 4 ICT and computing; Computing; Computers and learners' science; Conclusion; 5 Using children's literature, stories, poetry and songs; Conclusion |
6 Models and analogiesWhen are models and analogies useful?; Analogy or model?; It's only a model!; Misconceptions; Using creative approaches to make models and analogies more effective; Assessment for learning; Some examples of models and analogies by topic; Conclusion; 7 Images in science lessons; Conclusion; 8 Demonstrations; Using demonstrations to stimulate creative discussion; Making demonstrations creative; Ideas for creative demonstrations; 9 Dance and drama; Role play; Conclusion; 10 Playground science; Collaborative learning and playground science |
A creative playground science lessonMore examples of playground science activities; Conclusion; 11 Thinking frames; Thinking together; Question matrix; Conclusion; 12 Cross-curricular science; Background; Why teach cross-curricular science?; Cross- curricular learning and creativity; Making cross-curricular science effective; Planning for cross-curricular science; Science and the core skills; Examples of cross-curricular science; Conclusion; Bibliography; Index |
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Sommario/riassunto |
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This book is intended to encourage creativity and experimentation in teaching primary science, which are regularly recognised as features of outstanding teaching. |
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