This readable and informative survey of key ideas about students¿ thinking in science builds a bridge between theory and practice by offering clear accounts from research, and showing how they relate to actual examples of students talking about widely taught science topics.
This readable and informative survey of key ideas about students¿ thinking in science builds a bridge between theory and practice by offering clear accounts from research, and showing how they relate to actual examples of students talking about widely taught science topics.
Keith S. Taber is University Reader in Science Education, University of Cambridge, UK.
Inhaltsangabe
Contents Preface Acknowledgments Section 1. Student conceptions and science Introduction. The things students say: learners ideas about science topics Chapter 1. Why is learning science so difficult for many students? Chapter 2. Characterising and labelling learners ideas Chapter 3. Alternative conceptions of learning Section 2. Making sense of student thinking Chapter 4. Innateness and development: cognitive biases influencing learners ideas Chapter 5. Developing intuitions about the world Chapter 6. The role of language in learning science Chapter 7. The influence of everyday beliefs Chapter 8. Thinking about knowing and learning: Metacognitive and epistemological limitations on science learning Chapter 9. Integrating knowledge and constructing conceptual frameworks Section 3. Diagnosing student thinking in science learning Chapter 10. A provisional synthesis: Learning, teaching, and `bugs in the system Chapter 11. The science teacher as learning doctor Chapter 12. Science teaching informed by an appreciation of student thinking
Contents Preface Acknowledgments Section 1. Student conceptions and science Introduction. The things students say: learners ideas about science topics Chapter 1. Why is learning science so difficult for many students? Chapter 2. Characterising and labelling learners ideas Chapter 3. Alternative conceptions of learning Section 2. Making sense of student thinking Chapter 4. Innateness and development: cognitive biases influencing learners ideas Chapter 5. Developing intuitions about the world Chapter 6. The role of language in learning science Chapter 7. The influence of everyday beliefs Chapter 8. Thinking about knowing and learning: Metacognitive and epistemological limitations on science learning Chapter 9. Integrating knowledge and constructing conceptual frameworks Section 3. Diagnosing student thinking in science learning Chapter 10. A provisional synthesis: Learning, teaching, and `bugs in the system Chapter 11. The science teacher as learning doctor Chapter 12. Science teaching informed by an appreciation of student thinking
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