Buch, Englisch
ISBN: 978-0-335-23179-9
Verlag: Open University Press
Current thinking in situated cognition and learning through apprenticeship are employed to build a sociocultural learning model based on a vigorous learning community, in which the teacher acts as facilitator, co-learner and anthropologist. Later chapters describe how these theoretical arguments can be translated into effective classroom practice through a coherent inquiry-oriented pedagogy, involving a much more critical and wide-ranging use of hands-on and language-based learning than is usual in science education.
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
In pursuit of scientific literacy
Towards a personalized science
The significance of prior knowledge in science and learning
Constructivist approaches to teaching and learning science
The paradox of constructivism
Prioritizing the affective
Exploring some social dimensions of learning
Science education as enculturation
Problems of assimilation and exclusion
Authenticity in science and learning
Walking the line
enculturation without assimilation
Exploring and developing personal understanding through practical work
Exploring and developing personal understanding through language
Making it work
the role of the teacher
Index.