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Transforming Undergraduate Science Teaching: Social Constructivist Perspectives
Contributor(s): Steinberg, Shirley R. (Editor), Kincheloe, Joe L. (Editor), Taylor, Peter (Editor)
ISBN: 0820452939     ISBN-13: 9780820452937
Publisher: Peter Lang Inc., International Academic Publi
OUR PRICE:   $46.46  
Product Type: Paperback
Published: April 2002
Qty:
Temporarily out of stock - Will ship within 2 to 5 weeks
Additional Information
BISAC Categories:
- Science | Study & Teaching
- Education | Adult & Continuing Education
- Science | Chemistry - General
Dewey: 507.11
LCCN: 2001029072
Series: Counterpoints
Physical Information: 484 pages
 
Descriptions, Reviews, Etc.
Publisher Description:
This book comes at a time when epistemological reform is sweeping through the global community of science education. Since the 1970s, the theories of knowing embodied in the teaching activities of school science teachers have been undergoing a major transformation toward more learner-sensitive standpoints. But undergraduate science teaching, the breeding ground of teachers of school science, has remained largely teacher-centered in many lecture theaters and laboratories. Little wonder that newly graduated science teachers arrive in school science classrooms ill prepared to practice learner-sensitive teaching. Thus, the motivating force behind this book is to expedite the process of epistemological reform of undergraduate science teaching, to align it with the reform goals of the science education community. The knowledge gained from this unique collection of studies can be extended to science courses for all students, those going on directly into science, those planning to become K-12 teachers of science, and those in allied fields as well.