LEADER 01449nam 2200385 n 450 001 996384898703316 005 20200818213708.0 035 $a(CKB)4940000000068474 035 $a(EEBO)2240899229 035 $a(UnM)99854312e 035 $a(UnM)99854312 035 $a(EXLCZ)994940000000068474 100 $a19920720d1637 uy | 101 0 $aeng 135 $aurbn||||a|bb| 200 12$aA bill of fare$b[electronic resource] $efor, a Saturday nights supper, a Sunday morning breakfast, and a Munday dinner, described in a pleasant new merry ditie. To the tune of Cooke Laurell, or, Michaelmas terme 210 $aLondon $cprinted by M. P[arsons] for Fr: Grove, neere the Sarazens head without Newgate$d[1637] 215 $a1 sheet ([1] p.) $cill 300 $aSigned at end: M.P., i.e. Martin Parker. 300 $aVerse - "Ile tell you a iest, which you'l hardly beleeue:". 300 $aPrinter's name and publication date from STC. 300 $aIn two parts; woodcut illustrations at head of part 1. 300 $aReproductions of the original in the British Library. 330 $aeebo-0018 606 $aBallads, English$y17th century 615 0$aBallads, English 700 $aM. P$g(Martin Parker),$fd. 1656?$01001128 801 0$bCu-RivES 801 1$bCu-RivES 801 2$bCStRLIN 801 2$bWaOLN 906 $aBOOK 912 $a996384898703316 996 $aA bill of fare$92302157 997 $aUNISA LEADER 04561nam 22006735 450 001 9910298615603321 005 20250609111215.0 010 $a3-662-45085-2 024 7 $a10.1007/978-3-662-45085-7 035 $a(CKB)3710000000332409 035 $a(EBL)1965970 035 $a(OCoLC)900158050 035 $a(SSID)ssj0001424405 035 $a(PQKBManifestationID)11849591 035 $a(PQKBTitleCode)TC0001424405 035 $a(PQKBWorkID)11363481 035 $a(PQKB)10670600 035 $a(DE-He213)978-3-662-45085-7 035 $a(MiAaPQ)EBC1965970 035 $a(PPN)183517237 035 $a(MiAaPQ)EBC6242261 035 $a(EXLCZ)993710000000332409 100 $a20150108d2015 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAffective Dimensions in Chemistry Education /$fedited by Murat Kahveci, MaryKay Orgill 205 $a1st ed. 2015. 210 1$aBerlin, Heidelberg :$cSpringer Berlin Heidelberg :$cImprint: Springer,$d2015. 215 $a1 online resource (322 p.) 300 $aDescription based upon print version of record. 311 08$a3-662-45084-4 320 $aIncludes bibliographical references at the end of each chapters. 327 $aMeeting educational objectives in the affective and cognitive domains: Personal and social constructivist perspectives on enjoyment, motivation and learning chemistry -- Evaluating the Affective Dimension in Chemistry Education -- Getting involved: Context- based learning in chemistry education -- Gender Perspective on Affective Dimensions of Chemistry Learning -- Intuitions about Science, Technology and Nature ? A Fruitful Approach to Understand Judgments about Socio-Scientific Issues -- Implementing Inquiry-based Science Education to Foster Emotional Engagement of Special Needs Students -- Affect and meeting the needs of the gifted chemistry learner: providing intellectual challenge to engage students in enjoyable learning -- It?s the situation that matters - Affective involvement in context-oriented learning tasks -- Gathering psychometric evidence for ASCIV2 to support cross-cultural attitudinal studies for college chemistry programs -- Secondary School Students? Chemistry Self-Efficacy: Its Importance, Measurement, and Sources -- Second Year College Students? Scientific Attitudes and Creative Thinking Ability: Influence of a Problem-Based Learning (PBL) Chemistry Laboratory Course -- Neuroscience Engagement: The Influences of Chemistry Education on Affective Dimensions -- Evaluating Drawings to Explore Chemistry Teachers` Pedagogical Attitudes -- Chemistry Teachers` Attitudes and Needs when Dealing with Linguistic Heterogeneity in the Classroom -- Majors? Gender-Based Affective States toward Learning Physical Chemistry. 330 $aThis is a unique resource for those wishing to address the affective domain as they research and solve problems in chemistry education. Contributions by world-leading experts cover both fundamental considerations and practical case studies. This work fills a gap in the literature of chemistry education, which so far has focussed mainly on the cognitive domain. The affective domain refers to feelings-based constructs such as attitudes, values, beliefs, opinions, emotions, interests, motivation, and a degree of acceptance or rejection. It can affect students? interest in science topics and their motivation to persevere in learning science concepts. 606 $aChemistry 606 $aScience$xStudy and teaching 606 $aTeaching 606 $aChemistry/Food Science, general$3https://scigraph.springernature.com/ontologies/product-market-codes/C00004 606 $aScience Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O27000 606 $aTeaching and Teacher Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O31000 615 0$aChemistry. 615 0$aScience$xStudy and teaching. 615 0$aTeaching. 615 14$aChemistry/Food Science, general. 615 24$aScience Education. 615 24$aTeaching and Teacher Education. 676 $a370711 676 $a507.1 676 $a54 676 $a540 702 $aKahveci$b Murat$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aOrgill$b MaryKay$4edt$4http://id.loc.gov/vocabulary/relators/edt 906 $aBOOK 912 $a9910298615603321 996 $aAffective Dimensions in Chemistry Education$92268933 997 $aUNINA