Beschreibung
Produktdetails
Einband
Taschenbuch
Erscheinungsdatum
26.10.2013
Verlag
VDMSeitenzahl
184
Maße (L/B/H)
22/15/1,1 cm
Gewicht
290 g
Sprache
Englisch
ISBN
978-3-639-11516-1
The purpose of this study was to determine the
impact of an Science-Technology-Society (STS) course
for preservice science teachers. The course was
designed to change not only preservice science
teachers attitudes toward science, scientists and
science courses, but also the awareness and use of
STS/Constructivist approaches in teaching. Both
qualitative and quantitative research methods were
used with and a one-group pretest-posttest design.
The major findings for the study include the
following:
1.Preservice science teachers showed significantly
growth over the semester in their perceptions
concerning STS/Constructivism, beliefs about science
teaching and learning, and attitudes toward science
and technology, and their implications for society.
2.Preservice science teachers gain in understanding
of how students learn with STS/Constructivist
approaches.
3.Preservice science teachers showed statistically
significant growth toward an STS/Constructivist
philosophy of science teaching and learning in terms
of student actions in the classroom, as well as
their increased understanding of science processes
and content.
impact of an Science-Technology-Society (STS) course
for preservice science teachers. The course was
designed to change not only preservice science
teachers attitudes toward science, scientists and
science courses, but also the awareness and use of
STS/Constructivist approaches in teaching. Both
qualitative and quantitative research methods were
used with and a one-group pretest-posttest design.
The major findings for the study include the
following:
1.Preservice science teachers showed significantly
growth over the semester in their perceptions
concerning STS/Constructivism, beliefs about science
teaching and learning, and attitudes toward science
and technology, and their implications for society.
2.Preservice science teachers gain in understanding
of how students learn with STS/Constructivist
approaches.
3.Preservice science teachers showed statistically
significant growth toward an STS/Constructivist
philosophy of science teaching and learning in terms
of student actions in the classroom, as well as
their increased understanding of science processes
and content.
Noch keine Bewertungen vorhanden
Verfassen Sie die erste Bewertung zu diesem Artikel
Helfen Sie anderen Kundinnen und Kunden durch Ihre Meinung.
Kurze Frage zu unserer Seite
Vielen Dank für dein Feedback
Wir nutzen dein Feedback, um unsere Produktseiten zu verbessern. Bitte habe Verständnis, dass wir dir keine Rückmeldung geben können. Falls du Kontakt mit uns aufnehmen möchtest, kannst du dich aber gerne an unseren Kund*innenservice wenden.
zum Kundenservice