| 書目名稱 | Models of Science Teacher Preparation |
| 副標(biāo)題 | Theory into Practice |
| 編輯 | Derrick R. Lavoie,Wolff-Michael Roth |
| 視頻video | http://file.papertrans.cn/637/636837/636837.mp4 |
| 叢書名稱 | Contemporary Trends and Issues in Science Education |
| 圖書封面 |  |
| 描述 | 1 Wolff Michael Roth & Derrick R. Lavoie2 1 2 University of Victoria, Virtual Institute for Learning Resources The current reform in science education requires a substantive change in how science is taught. Implicit in this reform is an equally substantive change in professional devel- ment practices at all levels. (NRC, 1996,p. 56) In a continuously changing society, it is not surprising that education also undergoes continuous change. Science education is no exception, and perhaps changes are more rapid given the daily construction of new scientific knowledge. In such a c- mate of continuous change, the preparation of science teachers has to follow suit in order to be appropriate to the reforms that national organizations encourage. H- ever, whereas science teaching reform movements spawned recommendations of what teachers should know and be able to do in order for their students to concep- alize and process science (NSTA, 1997), they provide little guidance in terms of - the-classroom concrete implementation. Thus, while national science education organizations continue to refine their positions about teacher education, there is no mechanism for translating these positions and s |
| 出版日期 | Book 20021st edition |
| 關(guān)鍵詞 | Gender; education; evaluation; learning; science |
| 版次 | 1 |
| doi | https://doi.org/10.1007/0-306-47230-9 |
| isbn_softcover | 978-90-481-5755-6 |
| isbn_ebook | 978-0-306-47230-5Series ISSN 1878-0482 Series E-ISSN 1878-0784 |
| issn_series | 1878-0482 |
| copyright | Springer Science+Business Media Dordrecht 2002 |
|Archiver|手機(jī)版|小黑屋|
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