LEADER 05715nam 2200637 a 450 001 9910971925303321 005 20251117075358.0 010 $a1-61324-534-3 035 $a(CKB)2670000000099687 035 $a(EBL)3019396 035 $a(SSID)ssj0000522248 035 $a(PQKBManifestationID)12199681 035 $a(PQKBTitleCode)TC0000522248 035 $a(PQKBWorkID)10528463 035 $a(PQKB)11067246 035 $a(MiAaPQ)EBC3019396 035 $a(Au-PeEL)EBL3019396 035 $a(CaPaEBR)ebr10670961 035 $a(OCoLC)740448215 035 $a(BIP)28841195 035 $a(EXLCZ)992670000000099687 100 $a20100111d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aEffective teaching for intended learning outcomes in science and technology (metilost) /$fJ. Bernardino Lopes, J. Paulo Cravino, and A. A. Silva, editors 205 $a1st ed. 210 $aNew York $cNova Science$dc2010 215 $a1 online resource (131 p.) 225 1 $aEducation in a competitive and globalizing world 300 $aDescription based upon print version of record. 311 08$a1-60876-958-5 320 $aIncludes bibliographical references and index. 327 $aIntro -- 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 -- 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. 327 $aB - 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. 330 $aThe authors in this book propose a model for the effective teaching of science and technology that aims to articulate theory and practice. The model draws attention to the central aspects of teaching, namely tasks for students and teacher mediation of students learning, and how to articulate both. It can be useful to help teachers in their decisions in planning and executing their teaching, according to their students' specific characteristics and the intended learning outcomes. 410 0$aEducation in a competitive and globalizing world series. 606 $aScience$xStudy and teaching (Higher) 606 $aTechnology$xStudy and teaching (Higher) 606 $aEffective teaching 615 0$aScience$xStudy and teaching (Higher) 615 0$aTechnology$xStudy and teaching (Higher) 615 0$aEffective teaching. 676 $a507.1/1 701 $aLopes$b J. Bernardino$01870404 701 $aCravino$b J. Paulo$01870405 701 $aSilva$b A. A.$f1956-$01870406 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910971925303321 996 $aEffective teaching for intended learning outcomes in science and technology (metilost)$94478853 997 $aUNINA