LEADER 00960nam0-22003011i-450- 001 990007719230403321 005 20160223124345.0 035 $a000771923 035 $aFED01000771923 035 $a(Aleph)000771923FED01 035 $a000771923 100 $a20030814d--------km-y0itay50------ba 101 0 $aita 200 1 $aAnomalie e tutele nei rapporti di distribuzione fra umprese$ediritto dei contratti e regole di concorrenza$fGiuseppe Vettori 210 $aMilano$cGiuffrè$d1983 215 $a245 p.$d24 cm 225 1 $aUniversità di Firenze. Facoltà di Giur isprudenza. Pubblicazioni$v49 676 $a346.07 700 1$aVettori,$bGiuseppe$0229393 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990007719230403321 952 $aDPR 20-461$b4163$fDEC 952 $a12-C-110$b3866$fDDCP 959 $aDEC 959 $aDDCP 996 $aAnomalie e tutele nei rapporti di distribuzione fra umprese$9665869 997 $aUNINA LEADER 05860nam 22006495 450 001 9910438337803321 005 20250609110828.0 010 $a9789400741683 010 $a9400741685 024 7 $a10.1007/978-94-007-4168-3 035 $a(CKB)2670000000389444 035 $a(EBL)1317637 035 $a(SSID)ssj0000935589 035 $a(PQKBManifestationID)11468921 035 $a(PQKBTitleCode)TC0000935589 035 $a(PQKBWorkID)10956036 035 $a(PQKB)10430603 035 $a(DE-He213)978-94-007-4168-3 035 $a(MiAaPQ)EBC1317637 035 $a(PPN)170494179 035 $a(MiAaPQ)EBC4082647 035 $a(EXLCZ)992670000000389444 100 $a20130628d2013 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCritical Analysis of Science Textbooks $eEvaluating instructional effectiveness /$fedited by Myint Swe Khine 205 $a1st ed. 2013. 210 1$aDordrecht :$cSpringer Netherlands :$cImprint: Springer,$d2013. 215 $a1 online resource (312 p.) 300 $aDescription based upon print version of record. 311 08$a9789400794214 311 08$a9400794215 311 08$a9789400741676 311 08$a9400741677 320 $aIncludes bibliographical references and index. 327 $aPART I ? INTRODUCTION -- CHAPTER 1 The Criteria for Evaluating the Quality of the Science Textbooks, Iztok Devetak, Janez Vogrinc -- CHAPTER 2 Development of the Graphical Analysis Protocol (GAP) for Eliciting the Graphical Demands of Science Texts, Scott Slough, Erin McTigue -- PART II ? TEXTUAL AND LANGUAGE ANALYSIS OF SCIENCE TEXTBOOKS -- CHAPTER 3 Understanding the Disciplines of Science: Analyzing the Language of Science Textbooks, Sandy Muspratt, Peter Freebody -- CHAPTER 4 Towards a More Epistemologically Valid Image of School Science: Revealing the Textuality of School Science Textbooks, Kostas Dimopoulos, Christina Karamanidou -- CHAPTER 5 How Effective Is the Use of Analogies in Science Textbooks? MaryKay Orgill -- CHAPTER 6 Textual Features and Language Demands of Primary Grade Science Textbooks: The Call for more Informational Texts in Primary Grades, Nadine Bryce -- PART III ? CONTENT ANALYSIS OF SCIENCE TEXTBOOKS -- CHAPTER 7 A Review of the Earth Science Content of Science Textbooks in England and Wales, Chris King -- CHAPTER 8 A Content Analysis of Science in Nineteenth Century US Readers: Early American Science Education, Peter Rillero -- CHAPTER 9 Educational Approach to Environmental Complexity in Life Sciences School Manuals: An Analysis Across Countries, Silvia Caravita, Adriana Valente -- CHAPTER 10 Analysis of Turkish General Chemistry Textbooks based on a History and Philosophy of Science Perspective, Mansoor Niaz, Bayram Co?tu -- CHAPTER 11 An Analysis of Standard-based High School Physics Textbooks of Finland and the United States, Do-Yong Park, Jari Lavonen -- CHAPTER 12 A Qualitative Method to Determine How Textbooks Portray Scientific Methodology, Ian C Binns -- CHAPTER 13 Science and Science Teaching, Nicos Valanides,Maria Papageorgiou, Pavlos Rigas -- CHAPTER 14 Content Analysis of Diagrams in Secondary School Science Textbooks, Yang Liu, David F. Treagust -- PART VI ? CONCLUSION -- CHAPTER 15 Analysis of Science Textbooks for Instructional Effectiveness, Myint Swe Khine. 330 $aThe critical analysis of science textbooks is vital in improving teaching and learning at all levels in the subject, and this volume sets out a range of academic perspectives on how that analysis should be done. Each chapter focuses on an aspect of science textbook appraisal, with coverage of everything from theoretical and philosophical underpinnings, methodological issues, and conceptual frameworks for critical analysis, to practical techniques for evaluation. Contributions from many of the most distinguished scholars in the field give this collection its sure-footed contemporary relevance, reflecting the international standards of UNESCO as well as leading research organizations such as the American Association for the Advancement of Science (whose Project 2061 is an influential waypoint in developing protocols for textbook analysis). Thus the book shows how to gauge aspects of textbooks such as their treatment of controversial issues, graphical depictions, scientific historiography, vocabulary usage, accuracy, and readability. The content also covers broader social themes such as the portrayal of women and minorities. "Despite newer, more active pedagogies, textbooks continue to have a strong presence in classrooms and to embody students? socio-historical inheritance in science. Despite their ubiquitous presence, they have received relatively little on-going empirical study. It is imperative that we understand how textbooks influence science learning. This book presents a welcome and much needed analysis." Tina A. Grotzer Harvard University, Cambridge, Massachusetts, USA "The present book provides a much needed survey of the current state of research into science textbooks, and offers a wide range of perspectives to inform the 'science' of writing better science textbooks." Keith S Taber University of Cambridge, Cambridge, United Kingdom. 606 $aScience$xStudy and teaching 606 $aLearning, Psychology of 606 $aScience Education 606 $aInstructional Psychology 615 0$aScience$xStudy and teaching. 615 0$aLearning, Psychology of. 615 14$aScience Education. 615 24$aInstructional Psychology. 676 $a507.12 701 $aKhine$b Myint Swe$0858650 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910438337803321 996 $aCritical analysis of science textbooks$94187009 997 $aUNINA