LEADER 00975nam2-2200337---450- 001 990001777110203316 005 20040621165149.0 035 $a000177711 035 $aUSA01000177711 035 $a(ALEPH)000177711USA01 035 $a000177711 100 $a20040621f--------km-y0itay0103----ba 101 0 $ager 102 $aDE 105 $a||||||||001yy 200 1 $a<<1.9.>> : Griechische Skulptur des vierten Jahrhunderts$fvon Franz Winter 210 $aLeipzig$cE. A. Seeman$d[s.d.] 215 $aP. 227-288$d30 cm 410 0$12001 454 1$12001 461 1$1001000177683$12001$a<> Altertum 700 1 $aWINTER,$bFranz$0516306 801 0$aIT$bsalbc$gISBD 912 $a990001777110203316 951 $aVII D 350$b47990 L.M.$cVII D 959 $aBK 969 $aUMA 979 $aSIAV4$b10$c20040621$lUSA01$h1646 979 $aSIAV4$b10$c20040621$lUSA01$h1651 996 $aGriechische Skulptur des vierten Jahrhunderts$9952656 997 $aUNISA LEADER 03407nam 2200601Ia 450 001 9910782106103321 005 20230124182759.0 010 $a1-281-75817-5 010 $a9786611758172 010 $a1-933531-60-6 035 $a(CKB)1000000000538433 035 $a(EBL)355242 035 $a(OCoLC)437220351 035 $a(SSID)ssj0000465738 035 $a(PQKBManifestationID)11302531 035 $a(PQKBTitleCode)TC0000465738 035 $a(PQKBWorkID)10457093 035 $a(PQKB)11354181 035 $a(MiAaPQ)EBC355242 035 $a(Au-PeEL)EBL355242 035 $a(CaPaEBR)ebr10240801 035 $a(CaONFJC)MIL175817 035 $a(EXLCZ)991000000000538433 100 $a20010503d2001 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aCommunity connections for science education$hVolume 2$iHistory and theory you can use$b[electronic resource] /$fedited by Phyllis Katz 210 $aArlington, VA $cNational Science Teachers Association$d2001 215 $a1 online resource (128 p.) 300 $aDescription based upon print version of record. 311 $a0-87355-192-3 320 $aIncludes bibliographical references. 327 $aTable of Contents; Preface; An NSTA Position Statement on Informal Science Education; Introduction; Section I The Role of Informal Science Education in Learning; Section II-1 National Parks- Exciting Venues for Teaching and Learning Science; Section II-2 Informal Science Education: A Continuous Part of the Girl Scout Program; Section II-3 The Power of Television in Informal Education; Section II-4 The Science Connections in African-American Churches; Section II-5 My Changing View of Field Trips; Section II-6 Science Education in Boys & Girls Clubs 327 $aSection II-7 4-H-Science from Practical EducationSection II-8 HOSO: Play, Practice, Parents, and Time; Section II-9 The Educator's Species; Section II-10 The Use of Research and Evaluation in Science Museums and Science Centers; Section II-11 Ecology Foundations: Environmental Education in the Field; Section III Evaluation: Parks Project Sample; Section IV At the Table- A Classroom Teacher and Informal Educator; Section V Who We Are- Informal Science Educators; Web Resources; Appendix 330 $aCommunity Connections For Science Education: History and Theory You Can Use, Volume II takes a look at various informal science education (ISE) settings-some found in most communities, some unique to one location. An informal science experience has the potential to enhance hands-on interaction, and by extension, scientific inquiry. Here the authors speak of their joys and constraints as they offer an insider's perspective of what informal science settings can provide teachers, parents, school board members, and informal educators. 606 $aCommunity education$zUnited States 606 $aScience$xStudy and teaching$zUnited States 615 0$aCommunity education 615 0$aScience$xStudy and teaching 676 $a507.1073 676 $a507/.1/073 701 $aKatz$b Phyllis$01473796 712 02$aNational Science Teachers Association. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910782106103321 996 $aCommunity connections for science education$93687121 997 $aUNINA