LEADER 00927nam0-22002891i-450- 001 990005283690403321 005 20070614152949.0 035 $a000528369 035 $aFED01000528369 035 $a(Aleph)000528369FED01 035 $a000528369 100 $a19990604d1968----km-y0itay50------ba 101 0 $aita 105 $ay-------001yy 200 1 $aBaio e Bellarmino interpreti di S. Agostino nelle questioni del soprannaturale$fVittorino Grossi 210 $aRoma$cStudium Theologicum "Augustinianum"$d1968 215 $aVIII, 268 p.$d21 cm 225 1 $aStudia ephemeridis Augustinianum$v3 676 $a230 700 1$aGrossi,$bVittorino$0206026 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990005283690403321 952 $a230 GRO 1$bST REL. 1039$fFLFBC 959 $aFLFBC 996 $aBaio e Bellarmino interpreti di S. Agostino nelle questioni del soprannaturale$9537604 997 $aUNINA LEADER 03775nam 2200709Ia 450 001 9910957057003321 005 20251116191642.0 010 $a81-89983-05-9 010 $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 $a19930401d1994 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aTeaching science /$fedited by Ralph Levinson 205 $a1st ed. 210 $aLondon ;$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 $a"The Open University postgraduate certificate of education"--P. preceding t.p. 311 08$a6610175640 311 08$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) 615 0$aEducation. 615 0$aScience$xStudy and teaching (Secondary) 676 $a507/.1/2 701 $aLevinson$b Ralph$f1951-$01425282 712 02$aOpen University. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910957057003321 996 $aTeaching science$94493556 997 $aUNINA