LEADER 03761oam  2200697I  450 
001 9910457067403321
005 20200520144314.0
010   $a1-134-85165-0
010   $a1-138-17687-7
010   $a1-134-85166-9
010   $a1-280-17564-8
010   $a9786610175642
010   $a0-203-99037-4
024 7 $a10.4324/9780203990377 
035   $a(CKB)1000000000361061
035   $a(EBL)237263
035   $a(OCoLC)70728582
035   $a(SSID)ssj0000256201
035   $a(PQKBManifestationID)11222752
035   $a(PQKBTitleCode)TC0000256201
035   $a(PQKBWorkID)10218781
035   $a(PQKB)10422400
035   $a(MiAaPQ)EBC237263
035   $a(Au-PeEL)EBL237263
035   $a(CaPaEBR)ebr10093952
035   $a(CaONFJC)MIL17564
035   $a(OCoLC)936907767
035   $a(EXLCZ)991000000000361061
100   $a20180331d1994      uy             0
101 0 $aeng
135   $aurcn|||||||||
181   $ctxt
182   $cc
183   $acr
200 00$aTeaching science /$fedited by Ralph Levinson
210  1$aLondon ;$aNew York :$cRoutledge in association with the Open University,$d1994.
215   $a1 online resource (223 p.)
225 1 $aThe Open University Postgraduate Certificate of Education
300   $a"The Open University postgraduate certificate of education"--P. preceding t.p.
311   $a6610175640 
311   $a0-415-10253-7 
320   $aIncludes bibliographical references and index.
327   $aBook Cover; Half-Title; Title; Copyright; Contents; Foreword; Introduction; Chapter 1 The laboratory comes of age; Chapter 2 Why the science curriculum changes Evolution or social control?; Chapter 3 The fallacy of induction in science teaching; Chapter 4 Teaching about electric circuits A constructivist approach; Chapter 5 Pause for thought; Chapter 6 Well, Mary, what are they saying here?; Chapter 7 Group discussions in the classroom; Chapter 8 Chemical compositions; Chapter 9 A variety of methods; Chapter 10 Developing pupils' skills; Chapter 11 Something to mop up with
327   $aChapter 12 Assessing and evaluating in science education Chapter 13 Gender differences in pupils' reactions to practical work; Chapter 14 Teaching chemistry to pupils for whom English is a second language; Chapter 15 Redefining and reorienting practical work in school science; Chapter 16 What is 'scientific method' and can it be taught?; Chapter 17 Practical work in science A task-based approach?; Chapter 18 The overselling of science education in the 1980's; Acknowledgements; Notes on sources; Index
330   $aScience education has undergone far-reaching changes in the last fifty years. The articles collected together in this reader examine how we have reached our present consensus and what theories we now use to explain how children learn science. The central sections of the reader examine how all this can be translated into effective and stimulating teaching, how learning can be most accurately and fairly assessed and how the impact of gender, ethnicity and other factors on children's performance can be addressed in methods of teaching which make science accessible to all. The articles in the
410  0$aOpen University Postgraduate Certificate in Education (Series)
606   $aEducation
606   $aScience$xStudy and teaching (Secondary)
608   $aElectronic books.
615  0$aEducation.
615  0$aScience$xStudy and teaching (Secondary)
676   $a507/.1/2
701   $aLevinson$b Ralph$f1951-$0894905
712 02$aOpen University.
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910457067403321
996   $aTeaching science$92119619
997   $aUNINA