| 書(shū)目名稱 | Teaching and Learning in the Science Laboratory |
| 編輯 | Dimitris Psillos,Hans Niedderer |
| 視頻video | http://file.papertrans.cn/902/901281/901281.mp4 |
| 概述 | Includes supplementary material: |
| 叢書(shū)名稱 | Contemporary Trends and Issues in Science Education |
| 圖書(shū)封面 |  |
| 描述 | Scope of the book There is an on-going debate regarding the role of labwork in science education, which dates back several decades and which illustrates the conviction and interest of teachers, researchers and policy-makers world-wide in the value of laboratory work for understanding science. This is evident in more recent books and studies regarding the laboratory, which mainly refer to countries with a considerable tradition in practical work in science education (Woolnough & Alsop 1985, Hodson 1993, Hegarthy-Hazel 1990, Wellington 2000). Yet in discussing research studies on labwork, several authors express their concern about its effectiveness in facilitating students‘ understanding of various aspects of scientific inquiry. They point out a comprehensive re-conceptualisation of the aims of labwork and, as a consequence, of investigating what the students actually learn in different contexts (Lazarowitz & Tamir 1994, Tobin & Tippins 1993, Lunetta 1998). It has also been argued that the relationship between instructional activities and student learning in labwork needs more attention than it has been given in science education research (Leach & Paulsen 1999). It appears that the |
| 出版日期 | Book 20021st edition |
| 關(guān)鍵詞 | biochemistry; evaluation; experiment; information; learning; learning and instruction |
| 版次 | 1 |
| doi | https://doi.org/10.1007/0-306-48196-0 |
| isbn_softcover | 978-90-481-6171-3 |
| isbn_ebook | 978-0-306-48196-3Series ISSN 1878-0482 Series E-ISSN 1878-0784 |
| issn_series | 1878-0482 |
| copyright | Springer Science+Business Media B.V. 2002 |
|Archiver|手機(jī)版|小黑屋|
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