LEADER 01393nam2 2200325 i 450 001 SUN0124391 005 20191017092805.837 010 $d0.00 017 70$2N$a978-3-319-69107-7 100 $a20191015d2017 |0engc50 ba 101 $aeng 102 $aCH 105 $a|||| ||||| 200 1 $aVol$h2: *Eigenvalues and Optimization$fJohn A. Trangenstein 205 $aCham : Springer, 2017 210 $axxvi$d592 p.$cill. ; 24 cm 215 $aPubblicazione in formato elettronico 410 1$1001SUN0044060$12001 $aTexts in computational science and engineering$v19$1210 $aBerlin$cSpringer$d2003-. 461 1$1001SUN0124389$12001 $a*Scientific Computing$fJohn A. Trangenstein$v2$1210 $aCham$cSpringer$d2017$1215 $avolumi$cill.$d24 cm. 606 $a65-XX$xNumerical analysis [MSC 2020]$2MF$3SUNC019772 606 $a15-XX$xLinear and multilinear algebra; matrix theory [MSC 2020]$2MF$3SUNC020607 620 $aCH$dCham$3SUNL001889 700 1$aTrangenstein$b, John A.$3SUNV058387$0506734 712 $aSpringer$3SUNV000178$4650 801 $aIT$bSOL$c20210503$gRICA 856 4 $uhttp://doi.org/10.1007/978-3-319-69107-7 912 $aSUN0124391 950 $aUFFICIO DI BIBLIOTECA DEL DIPARTIMENTO DI MATEMATICA E FISICA$d08CONS e-book 0887 $e08eMF887 20191015 996 $aVol$91563021 997 $aUNICAMPANIA LEADER 04122oam 2200661I 450 001 9910449929803321 005 20200520144314.0 010 $a0-8058-4292-6 010 $a1-315-04544-3 010 $a1-135-46410-3 010 $a1-4106-1322-4 024 7 $a10.4324/9781315045443 035 $a(CKB)1000000000244614 035 $a(EBL)255589 035 $a(OCoLC)299571887 035 $a(SSID)ssj0000359262 035 $a(PQKBManifestationID)11270641 035 $a(PQKBTitleCode)TC0000359262 035 $a(PQKBWorkID)10381307 035 $a(PQKB)10449139 035 $a(MiAaPQ)EBC255589 035 $a(Au-PeEL)EBL255589 035 $a(CaPaEBR)ebr10118421 035 $a(CaONFJC)MIL552862 035 $a(OCoLC)935230856 035 $a(OCoLC)866838029 035 $a(EXLCZ)991000000000244614 100 $a20180706e20132006 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aElementary science teacher education $einternational perspectives on contemporary issues and practice /$fedited by Ken Appleton 210 1$aNew York :$cRoutledge :$cAssociation for Science Teacher Education,$d2013. 215 $a1 online resource (380 p.) 300 $aFirst published 2006 by Lawrence Erlbaum. 311 $a1-306-21611-7 311 $a0-8058-4291-8 320 $aIncludes bibliographical references and indexes. 327 $aCover; Original Title; Title; Copyright; Contents; Foreword; Preface; 1 Framing Issues of Elementary Science Teacher Education: Critical Conversations; I CONCEPTUALIZING ELEMENTARY SCIENCE TEACHER EDUCATION; 2 Being an Elementary Science Teacher Educator; 3 Science Pedagogical Content Knowledge and Elementary School Teachers; 4 Teaching by Distance; 5 Challenges and Opportunities for Field Experiences in Elementary Science Teacher Preparation; 6 Relating Learning Theories to Pedagogy for Preservice Elementary Science Education 327 $a7 ""Meaning-Making Science"": Exploring the Sociocultural Dimensions of Early Childhood Teacher EducationII INTERSECTIONS OF CONTENT, PEDAGOGY, AND PRACTICE; 8 Considering Curriculum for Elementary Science Methods Courses; 9 Language, Learning, and Science Literacy; 10 A Standards-Infused Approach to Curriculum: A Promising Interdisciplinary Inquiry; 11 The Role and Place of Technological Literacy in Elementary Science Teacher Education; 12 Assessment and Elementary Science Teacher Education; III CONTEXTUALIZED PRACTICE AND PROFESSIONAL DEVELOPMENT 327 $a13 Teaching ""Science Teaching"" Through Inquiry14 The Elementary Science Teacher as Researcher; 15 Cultural Considerations; 16 Employing Case-Based Pedagogy Within a Reflection Orientation to Elementary Science Teacher Preparation; 17 Models of Elementary Science Instruction: Roles of Science Specialist Teachers; 18 Future Directions in Elementary Science Teacher Education: Conclusion; Author Index; Subject Index 330 $aCo-Published with the Association For Science Teacher Education.Reflecting recent policy and standards initiatives, emerging research agendas, and key innovations, this volume provides a contemporary overview of important developments and issues that have that have in recent years shaped elementary science education pre-service courses and professional development, and practices that are shaping future directions in the field. Contributors from several countries who are actively engaged in research and design in elementary science education address:*Conceptual issues which imping 606 $aScience$xStudy and teaching (Elementary)$vCross-cultural studies 606 $aScience teachers$xTraining of$vCross-cultural studies 608 $aElectronic books. 615 0$aScience$xStudy and teaching (Elementary) 615 0$aScience teachers$xTraining of 676 $a372.3/5 701 $aAppleton$b Ken$0941265 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910449929803321 996 $aElementary science teacher education$92257239 997 $aUNINA