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Record Nr. |
UNINA9910971925303321 |
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Titolo |
Effective teaching for intended learning outcomes in science and technology (metilost) / / J. Bernardino Lopes, J. Paulo Cravino, and A. A. Silva, editors |
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Pubbl/distr/stampa |
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New York, : Nova Science, c2010 |
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ISBN |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (131 p.) |
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Collana |
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Education in a competitive and globalizing world |
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Altri autori (Persone) |
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LopesJ. Bernardino |
CravinoJ. Paulo |
SilvaA. A. <1956-> |
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Disciplina |
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Soggetti |
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Science - Study and teaching (Higher) |
Technology - Study and teaching (Higher) |
Effective teaching |
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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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Intro -- EFFECTIVE TEACHING FOR INTENDED LEARNING OUTCOMES IN SCIENCE AND TECHNOLOGY (METILOST) -- EFFECTIVE TEACHING FOR INTENDED LEARNING OUTCOMES IN SCIENCE AND TECHNOLOGY (METILOST) -- CONTENTS -- FOREWORD -- ACKNOWLEDGMENT -- Chapter 1 INTRODUCTION -- WHY WE HAVE WRITTEN THIS BOOK -- BASIC STARTING POINTS -- THE AIMS OF THIS BOOK -- THE IMPORTANCE OF A MODEL OF EFFECTIVE TEACHING IN SCIENCE AND TECHNOLOGY EDUCATION -- THE STRUCTURE OF THIS BOOK -- Chapter 2 THE PROBLEM OF EFFECTIVE TEACHING -- RESEARCH FOCUS -- DEPARTING POINTS: GENERIC FEATURES, CONSTRUCTIVISM AND INTENDED LEARNING OUTCOMES -- GENERIC FEATURES -- Constructivism -- Intended Learning Outcomes -- PROBLEM AND QUESTIONS -- Chapter 3 THE FUNDAMENTAL AND PERMANENT ENTITIES: TASKS AND MEDIATION -- FOUR DIFFERENT STORIES, THE SAME CONCERN -- Story 1: School in Angola -- Story 2: Parental Education -- Story 3: Extract from Page 78 and 103 of Wagensberg (2004). -- Story 4: Airplane Pilot Training -- TASKS AND TEACHER MEDIATION ARE PRESENT IN ANY FORMATIVE SITUATION -- TASK -- |
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TEACHER MEDIATION -- Chapter 4 CASE STUDIES: TOOLS AND RESULTS -- TOOLS TO PLAN TEACHING OF ST -- "Conceptual Field Network" Tool -- "PERT Diagram of Formative Situations" -- TOOLS TO SPECIFY THE TEACHING ACTIONS -- TOOLS TO MANAGE THE TEACHING OF ST -- Case Reported in [6-10]: Teaching Introductory Physics Course in an Engineering School. -- Case Reported in [19-23]: Teaching Optics in Grade 8 (Students are 14 Years Old) -- A SYNTHESIS ABOUT TOOLS AND RESULTS OBTAINED IN THE CASE STUDIES -- Chapter 5 OVERVIEW AND PURPOSE OF A MODEL OF FORMATIVE SITUATION TO TEACH SCIENCE AND TECHNOLOGY (MFS-TST) -- RELATIONSHIP BETWEEN TEACHING AND LEARNING -- SOME BASIC PRINCIPLES -- MFS-TST -- ARTICULATION BETWEEN TASKS AND TEACHER MEDIATION -- A NEW APPROACH TOWARD TEACHER MEDIATION -- A - Philosophical Perspective. |
B - Psycho-Sociological Perspective -- HOW CAN WE USE THE MODEL OF FORMATIVE SITUATION TO TEACH ST (MFS-TST)? -- MFS-TST and the Preparation of the Curriculum -- MFS-TST to Manage and to Analyse the Teaching of ST in the Classroom -- POTENTIAL, LIMITATIONS AND CONDITIONS OF MFS-TST -- STUDIES CONDUCTED IN PORTUGAL AND ANGOLA THAT USED THE MFS-TST: OVERVIEW AND RESULTS -- The Main Results Obtained -- Chapter 6 BASES FOR A MODEL FOR EFFECTIVE TEACHING FOR INTENDED LEARNING OUTCOMES IN ST (METILOST) -- Chapter 7 BUILDING METILOST -- TRAINING MODE -- MEDIATION MODE -- EPISTEMIC MODE -- Chapter 8 METILOST AS CONSISTENT TOOL TO DESCRIBE, ELUCIDATE AND PREDICT: AN OVERVIEW -- Chapter 9 METILOST AS A CONSISTENT TOOL TO DESCRIBE, ELUCIDATE AND PREDICT: TEACHING AND RESEARCH -- TEACHING METHODS -- RESEARCH ABOUT CLASSROOM TEACHING - THE CASE OF ENGINEERING EDUCATION -- Chapter 10 GENERALITY, RELEVANCE, POTENTIALS AND LIMITATIONS OF METILOST -- A SYNOPSIS OF METILOST -- RELEVANCE AND POTENTIAL OF METILOST -- SOME LIMITATIONS OF METILOST -- METILOST CAN GUIDE THE RESEARCH ON ST TEACHING TO NEW POSSIBILITIES -- SOME CONTRIBUTES OF METILOST -- Chapter 11 EPILOGUE -- ANNEX I - REFERENCES OF EMPIRICAL STUDIES THAT USED THE MFS-TST -- REFERENCES -- INDEX. |
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Sommario/riassunto |
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The authors in this book propose a model for the effective teaching of science and technology that aims to articulate theory and practice. The model draws attention to the central aspects of teaching, namely tasks for students and teacher mediation of students learning, and how to articulate both. It can be useful to help teachers in their decisions in planning and executing their teaching, according to their students' specific characteristics and the intended learning outcomes. |
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