Keith S. Taber

Student Thinking and Learning in Science

Perspectives on the Nature and Development of Learners' Ideas

• Gebundenes Buch

Produktbeschreibung

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.

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 240
• Erscheinungstermin: 23. April 2014
• Englisch
• Abmessung: 235mm x 157mm x 18mm
• Gewicht: 504g
• ISBN-13: 9780415897310
• ISBN-10: 0415897319
• Artikelnr.: 33260321

Autorenporträt

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