rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Adapting Historical Knowledge Production to the Classroom
  name:
    name part: Kokkotas, P. V.
    role:
      role term: editor.
  name:
    name part: Malamitsa, K. S.
    role:
      role term: editor.
  name:
    name part: Rizaki, A. A.
    role:
      role term: editor.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: ne
    date issued: 2010
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XII, 258 p. online resource.
  abstract: The aims of this book are: • to contribute to professional development of those directly involved in science education (science teachers, elementary and secondary science teacher advisors, researchers in science education, etc), • to contribute to the improvement of the quality of science education at all levels of education with the exploitation of elements from History of Science incorporated in science teaching –it is argued that through such approaches the students’ motivation can be raised, their romantic understanding can be developed and consequently their conceptual understanding of science concepts can be improved since these approaches make science more attractive to them– and • to contribute to the debate about science education at the international level in order to find new ways for further inquiry on the issues that the book is dealing with. The book is divided in two parts: The first expounds its philosophical and epistemological framework and the second combines theory and praxis, the theoretical insights with their practical applications.
  table of contents: Theoretical Framework -- Teaching the Philosophical and Worldview Components of Science -- Is The History of Science the Wasteland of False Theories? -- The History of Science And The Future of Science Education -- Textbooks of The Physical Sciences and The History of Science -- Does History of Science Contribute To The Construction of Knowledge In The Constructivist Environments of Learning? -- On the Concept of Energy -- Troublesome Droplets -- The Antikythera Mechanism -- History of Science and Argumentation in Science Education -- Integration of Science Education and History of Science -- Praxis -- Teaching Modern Physics, Using Selected Nobel Lectures -- Classroom Explorations With Pendulums, Mirrors, and Galileo’S Drama -- Developing Greek Primary School Students’ Graph/Chart Interpretation and Reading Comprehension as Critical Thinking Skills -- Use of the History of Science in the Design of Research-informed NOS Materials for Teacher Education -- Which HPS do/should Textbooks Refer to? The Historical Debate on the Nature of Electrical Fluids -- A wiki-course for Teacher Training in Science Education -- Could Scientific Controversies be used as a Tool for Teaching Science in the Compulsory Education? -- Resolving Dilemmas in Acquiring Knowledge of Newton’s First Law: Is the History of Science Helpful?.
  note: edited by P. V. Kokkotas, K. S Malamitsa, A. A. Rizaki.
  subject:
    topic: Education
  subject:
    topic: Science education
  subject:
    topic: Education
  subject:
    topic: Science Education
  classification: LC8-6691
  classification: 507.1
  related item:
    title info:
      title: Springer eBooks
  identifier: 9789460913495
  identifier: http://dx.doi.org/10.1007/978-94-6091-349-5
  record info:
    record creation date: 111016
    record change date: 20151121022903.0
    record identifier: 978-94-6091-349-5