آموزش علوم برای درک: نگاهی انسان‌ساخت‌گرا (جلد .) (روانشناسی آموزشی، جلد .)

Science education has undergone a revolution in recent years, shifting its emphasis from breadth and memorization to depth and understanding. Teaching Science for Understanding begins with an overview of the changes in science education. It then presents a review of each major instructional strategy, information about how it is best used, and the effectiveness of the strategies for understanding and retention of information. The book presents the main strategies used to achieve this depth of understanding, including the use of computer simulations, small laboratories, and journal writing, and it discusses how to use each strategy at the elementary, secondary, and college levels. Key Features * Presents an overview of changes in science education * Discusses both teaching and learning strategies for better understanding * Covers strategies for use at elementary, secondary, and college levels of teaching * Reviews specialized teaching methods including computer simulations, small labs, and journal writing Audience: Educational psychologists, cognitive psychologists, researchers and academics interested in the transfer of knowledge and instructional techniques. Content: Contributors , Pages xv-xvi Preface , Pages xvii-xx Chapter 1 - The Pursuit of a Dream: Education Can Be Improved , Pages 3-28 , Joseph D. Novak Chapter 2 - Reform and Innovation in Science Teaching: A Human Constructivist View , Pages 29-58 , Joel J. Mintzes, James H. Wandersee Chapter 3 - Research in Science Teaching and Learning: A Human Constructivist View , Pages 59-92 , Joel J. Mintzes, James H. Wandersee Chapter 4 - Theory-Driven Graphic Organizers , Pages 95-131 , John E. Trowbridge, James H. Wandersee Chapter 5 - Metacognition and Conceptual Change , Pages 133-163 , Richard F. Gunstone, Ian J. Mitchell Chapter 6 - History and Philosophy of Science and the Preparation for Constructivist Teaching: The Case of Particle Theory , Pages 165-194 , Joseph Nussbaum Chapter 7 - The Case for Analogies in Teaching Science for Understanding , Pages 195-211 , Zoubeida R. Dagher Chapter 8 - The Computer as Powerful Tool for Understanding Science , Pages 213-227 , Ron Good, Carl Berger Chapter 9 - Using Hypermedia to Represent Emerging Student Understanding: Science Learners and Preservice Teachers , Pages 229-259 , Michele Wisnudel Spitulnik, Carla Zembal-Saul, Joseph S. Krajcik Chapter 10 - Small Groups and Shared Constructions , Pages 261-279 , M. Gail Jones, Glenda Carter Chapter 11 - Interactive Historical Vignettes , Pages 281-306 , James H. Wandersee, Linda M. Roach Chapter 12 - Talking and Doing Science: Important Elements in a Teaching-for-Understanding Approach , Pages 307-323 , Eleanor Abrams Chapter 13 - Epilogue: Meaningful Learning, Knowledge Restructuring and Conceptual Change: On Ways of Teaching Science for Understanding , Pages 327-350 , Joel J. Mintzes, James H. Wandersee, Joseph D. Novak Index , Pages 351-360 Over the past four decades, the work that my graduate students, visiting professors, students of my students, and I have done has been gaining popularity around the world, especially in Latin countries and the Far East The question is often asked of me: How did you decide to use the theories and pursue the studies you and your associates have done?