| 書(shū)目名稱(chēng) | The Professional Knowledge Base of Science Teaching | | 編輯 | Deborah Corrigan,Justin Dillon,Richard Gunstone | | 視頻video | http://file.papertrans.cn/918/917777/917777.mp4 | | 概述 | Supports the importance of knowledge bases for successful teaching of science.Explores what expert classroom knowledge and practices may look like if values once again become central.Represents a rang | | 圖書(shū)封面 |  | | 描述 | Over the past twenty years, much has been written about the knowledge bases thought necessary to teach science. Shulman has outlined seven knowledge domains needed for teaching, and others, such as Tamir, have proposed somewhat similar domains of knowledge, specifically for science teachers. Aspects of this knowledge have changed because of shifts in curriculum thinking, and the current trends in science education have seen a sharp increase in the significance of the knowledge bases. The development of a standards-based approach to the quality of science teaching has become common in the Western world, and phrases such as “evidence-based practice” have been tossed around in the attempt to “measure” such quality. The Professional Knowledge Base of Science Teaching explores the knowledge bases considered necessary for science teaching. It brings together a number of researchers who have worked with science teachers, and they address what constitutes evidence of high quality science teaching, on what basis such evidence can be judged, and how such evidence reflects the knowledge basis of the modern day professional science teacher. This is the second book produced from the Monash Univ | | 出版日期 | Book 2011 | | 關(guān)鍵詞 | Bildung; Didaktik; Humanistic Science; Japanese school science; RIKA; Science for All; Science for Public | | 版次 | 1 | | doi | https://doi.org/10.1007/978-90-481-3927-9 | | isbn_softcover | 978-94-017-8297-5 | | isbn_ebook | 978-90-481-3927-9 | | copyright | Springer Science+Business Media B.V. 2011 |
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