Teaching science for understanding : a human constructivist view / edited by Joel J. Mintzes, James H. Wandersee, Joseph D. Novak.

Format:

Book

Contributor:

Mintzes, Joel J.

Wandersee, James H.

Novak, Joseph D. (Joseph Donald)

Series:

Educational psychology series.

Educational psychology series

Language:

English

Subjects (All):

Science--Study and teaching.

Science.

Constructivism (Education).

Physical Description:

1 online resource (381 p.)

Place of Publication:

Burlington, MA : Elsevier Academic Press, c2005.

Language Note:

English

Summary:

Teaching Science for Understanding

Contents:

Front Cover; Teaching Science for Understanding: A Human Constructivist View; Copyright Page; Contents; Contributors; Preface; Part I: Theoretical and Empirical Foundations of Human Constructivism; CHAPTER 1. THE PURSUIT OF A DREAM: EDUCATION CAN BE IMPROVED; Introduction; Developing a Passion for Learning; Graduate Study in Botany and Education; Teaching Biology and Biology Teachers; Creating a Theory of Education; A 12-Year Longitudinal Study of Science Learning; Development of the Vee Heuristic; Learning How to Learn; My Third Career-Helping Corporations Learn

Continuing the Pursuit of a DreamReferences; CHAPTER 2. REFORM AND INNOVATION IN SCIENCE TEACHING: A HUMAN CONSTRUCTIVIST VIEW; Restructuring Science Education: The Pre-Sputnik Years; Post-Sputnik Reform and the Rise of Learning Theory: Science Education in the 1950s and 1960s; Ausubel's Cognitive Assimilation Theory: 1963; Cognitive Science and Postpositivist Epistemology: Science Education in the 1970s and 1980s; Novak's Human Constructivism: The New Synthesis; The Promise of Human Constructivism; References; CHAPTER 3. RESEARCH IN SCIENCE TEACHING AND LEARNING: A HUMAN CONSTRUCTIVIST VIEW

Research in Science Education: A Brief HistoryNew Tools in Science Education Research: The Case of Mary A; Understanding and Conceptual Change in Science: The Current Research Agenda; Toward a New Beginning: Future Directions in Science Education Research; Part II: Theory-Driven Intervention Strategies; CHAPTER 4. THEORY-DRIVEN GRAPHIC ORGANIZERS; What Are Graphic Organizers?; A Basic Taxonomy of Graphic Organizers; The Eye-Brain System and Graphic Organizers: I Came, I Saw, I Understood; Three Ausubelian Tools For Science Teaching; Research Perspectives on Concept Maps

Limitations of Graphic OrganizersThe Future of Graphic Organizers; Conclusion; References; CHAPTER 5. METACOGNITION AND CONCEPTUAL CHANGE; Our Meanings for Conceptual Change and Metacognition; An Example of Teaching from These Perspectives; Some Aspects of the Nature of the Classroom in Which This Teaching Can Be Successful; Content and Approaches to Conceptual Change; A Concluding Comment on Introducing These Approaches; References; CHAPTER 6. HISTORY AND PHILOSOPHY OF SCIENCE AND THE PREPARATION FOR CONSTRUCTIVIST TEACHING: THE CASE OF PARTICLE THEORY; Introduction

Four Approaches to Teaching Particle TheorykA Review of Alternative RationalesPreparations for the Constructivistic Teaching of Particle Theory; Analysis of the Relevant History of Science; Analysis of Relevant Epistemological Ideas; Summary; Appendixes; Appendix A; Appendix B; Appendix C; Appendix D; Appendix E; References; CHAPTER 7. THE CASE FOR ANALOGIES IN TEACHING SCIENCE FOR UNDERSTANDING; Introduction; Approaches to Instructional Analogies; Practical Considerations for Instruction; References; CHAPTER 8. THE COMPUTER AS A POWERFUL TOOL FOR UNDERSTANDING SCIENCE

Introduction: Overview of the Chapter

Notes:

Description based upon print version of record.

Includes bibliographical references and index.

ISBN:

1-281-51453-5

9786611514532

0-08-087924-1

OCLC:

437213613