Author: Donna F. Berlin
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 74
Book Description
A Bibliography of Integrated Science and Mathematics Teaching and Learning Literature
Author: Donna F. Berlin
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 74
Book Description
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 74
Book Description
A Bibliography of Integrated Science and Mathematics Teaching and Learning Literature
Author: Donna F. Berlin
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 92
Book Description
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 92
Book Description
Bibliography in Integrated Science Teaching
Author: Judith Reay
Publisher:
ISBN:
Category : Science
Languages : en
Pages : 110
Book Description
Publisher:
ISBN:
Category : Science
Languages : en
Pages : 110
Book Description
Encyclopedia of Mathematics Education
Author: Louise Grinstein
Publisher: Routledge
ISBN: 1136787232
Category : Education
Languages : en
Pages : 912
Book Description
First published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.
Publisher: Routledge
ISBN: 1136787232
Category : Education
Languages : en
Pages : 912
Book Description
First published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.
Integrating Science and Mathematics in Teaching and Learning
Author: Donna Freshman Berlin
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 54
Book Description
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 54
Book Description
New Trends in Integrated Science Teaching
Author: Unesco
Publisher:
ISBN: 9789231026652
Category : Science
Languages : en
Pages : 244
Book Description
This book is the sixth in a series of publications on the subject of integrated science teaching and is based on the proceedings of a consultation meeting held on the theme "Recent Developments in Integrated Science Teaching Worldwide". The meeting was organized by the Australian National Commission for Unesco, in cooperation with the International Council of Associations in Science Education (ICASE) and with the Australian Science Teachers' Association. The intention of the book is to reflect how far integrated science teaching had spread around the world. The chapters in the first part of this book describe key issues in integrated science and broad trends in the approaches to integrated science teaching worldwide. They include the conclusions of five working groups set up during the meeting to discuss the key issues in the following areas: (1) content (developments in science and technology and their implications for science education); (2) curriculum and resource materials; (3) teaching, learning, and assessment; (4) equipment and science teaching facilities; and (5) teacher education. The following articles are included in eight chapters of Part I: "What Is Integrated Science Teaching: Its Beginnings and Its Place Today" (Dennis G. Chisman); "Reflections on the Development of Integrated Science Teaching Projects for 4-16 Year Olds" (Kerst Th. Boersma, and others); "The Integration of Science Teaching through Science-Technology-Society Courses" (John Holman); and "Teacher Behaviours Which Facilitate Integrated Science Teaching" (Ronald J. Bonnstetter). The second part of the book describes national and regional developments in the teaching of integrated science in Africa, the Arab States, Asia and the South Pacific, Europe and North America, Latin America and the Caribbean; and is based largely on the reports and discussions at the meeting. The third part contains some examples of topics and modules of integrated science courses taken from recent courses in Botswana, the Caribbean, the Netherlands, the Philippines, Sierra Leone, and the United Kingdom. The fourth part is an annotated bibliography (over 370 entries) which attempts to sample literature relevant to integrated science. (KR)
Publisher:
ISBN: 9789231026652
Category : Science
Languages : en
Pages : 244
Book Description
This book is the sixth in a series of publications on the subject of integrated science teaching and is based on the proceedings of a consultation meeting held on the theme "Recent Developments in Integrated Science Teaching Worldwide". The meeting was organized by the Australian National Commission for Unesco, in cooperation with the International Council of Associations in Science Education (ICASE) and with the Australian Science Teachers' Association. The intention of the book is to reflect how far integrated science teaching had spread around the world. The chapters in the first part of this book describe key issues in integrated science and broad trends in the approaches to integrated science teaching worldwide. They include the conclusions of five working groups set up during the meeting to discuss the key issues in the following areas: (1) content (developments in science and technology and their implications for science education); (2) curriculum and resource materials; (3) teaching, learning, and assessment; (4) equipment and science teaching facilities; and (5) teacher education. The following articles are included in eight chapters of Part I: "What Is Integrated Science Teaching: Its Beginnings and Its Place Today" (Dennis G. Chisman); "Reflections on the Development of Integrated Science Teaching Projects for 4-16 Year Olds" (Kerst Th. Boersma, and others); "The Integration of Science Teaching through Science-Technology-Society Courses" (John Holman); and "Teacher Behaviours Which Facilitate Integrated Science Teaching" (Ronald J. Bonnstetter). The second part of the book describes national and regional developments in the teaching of integrated science in Africa, the Arab States, Asia and the South Pacific, Europe and North America, Latin America and the Caribbean; and is based largely on the reports and discussions at the meeting. The third part contains some examples of topics and modules of integrated science courses taken from recent courses in Botswana, the Caribbean, the Netherlands, the Philippines, Sierra Leone, and the United Kingdom. The fourth part is an annotated bibliography (over 370 entries) which attempts to sample literature relevant to integrated science. (KR)
Cultural Contexts of Science and Mathematics Education
Author: Bryan R. Wilson
Publisher:
ISBN:
Category : Science
Languages : en
Pages : 252
Book Description
Publisher:
ISBN:
Category : Science
Languages : en
Pages : 252
Book Description
Designs for Science Literacy
Author: American Association for the Advancement of Science
Publisher: Oxford University Press
ISBN: 0199840156
Category : Science
Languages : en
Pages : 313
Book Description
The call for science curriculum reform has been made over and over again for much of the twentieth century. Arguments have been made that the content of the curriculum is not appropriate for meeting the individual and social needs of people living in the modern world; that the curriculum has become overstuffed with topics and does not serve students especially well; and above all, that the curriculum does not generate the student learning it is expected to produce. The latest volume in a continuing series of publications from the AAAS designed to reform science education, Designs for Science Literacy presupposes that curriculum reform must be considerably more extensive and fundamental than the tinkering with individual courses and subjects that has been going on for decades. Designs deals with the critical issues involved in assembling sound instructional materials into a new, coherent K-12 whole. The book pays special attention to the need to link science-oriented studies to the arts and humanities, and also proposes how to align the curriculum with an established set of learning goals while preserving the American tradition of local responsibility for the curriculum itself. If fundamental curriculum reform is ever to occur, a new process for creating alternatives will have to be developed. Designs for Science Literacy provides the groundwork for such a process.
Publisher: Oxford University Press
ISBN: 0199840156
Category : Science
Languages : en
Pages : 313
Book Description
The call for science curriculum reform has been made over and over again for much of the twentieth century. Arguments have been made that the content of the curriculum is not appropriate for meeting the individual and social needs of people living in the modern world; that the curriculum has become overstuffed with topics and does not serve students especially well; and above all, that the curriculum does not generate the student learning it is expected to produce. The latest volume in a continuing series of publications from the AAAS designed to reform science education, Designs for Science Literacy presupposes that curriculum reform must be considerably more extensive and fundamental than the tinkering with individual courses and subjects that has been going on for decades. Designs deals with the critical issues involved in assembling sound instructional materials into a new, coherent K-12 whole. The book pays special attention to the need to link science-oriented studies to the arts and humanities, and also proposes how to align the curriculum with an established set of learning goals while preserving the American tradition of local responsibility for the curriculum itself. If fundamental curriculum reform is ever to occur, a new process for creating alternatives will have to be developed. Designs for Science Literacy provides the groundwork for such a process.
Literature for Science and Mathematics
Author: California. Department of Education. Science and Environmental Education Unit
Publisher: Hippocrene Books
ISBN:
Category : Education
Languages : en
Pages : 148
Book Description
This publication was compiled by a committee composed of science and mathematics teachers, curriculum planners, and librarians. Its purpose is to: (1) encourage students to read literature related to science and mathematics and to view such reading as a worthwhile activity; (2) help curriculum planners and teachers select books for their science and mathematics courses; and (3) stimulate educators to evaluate and improve their science and mathematics programs. The book contains over 1,000 annotated entries on the physical science, earth sciences, life sciences, and mathematics. (PR)
Publisher: Hippocrene Books
ISBN:
Category : Education
Languages : en
Pages : 148
Book Description
This publication was compiled by a committee composed of science and mathematics teachers, curriculum planners, and librarians. Its purpose is to: (1) encourage students to read literature related to science and mathematics and to view such reading as a worthwhile activity; (2) help curriculum planners and teachers select books for their science and mathematics courses; and (3) stimulate educators to evaluate and improve their science and mathematics programs. The book contains over 1,000 annotated entries on the physical science, earth sciences, life sciences, and mathematics. (PR)
ENC Focus
Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 96
Book Description
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 96
Book Description