How We Teach Science : : What’s Changed, and Why It Matters / / John L. Rudolph.
Despite an enduring belief that science should be taught, there has been no enduring consensus about how or why. This is especially true when it comes to teaching scientific process. John Rudolph shows that how we think about and teach science will either sustain or thwart future innovation, and det...
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| Superior document: | Title is part of eBook package: De Gruyter Harvard University Press Complete eBook-Package 2019 |
|---|---|
| VerfasserIn: | |
| Place / Publishing House: | Cambridge, MA : : Harvard University Press, , [2019] ©2019 |
| Year of Publication: | 2019 |
| Language: | English |
| Online Access: | |
| Physical Description: | 1 online resource (304 p.) |
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| 001 | 9780674240377 | ||
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| 100 | 1 | |a Rudolph, John L., |e author. |4 aut |4 http://id.loc.gov/vocabulary/relators/aut | |
| 245 | 1 | 0 | |a How We Teach Science : |b What’s Changed, and Why It Matters / |c John L. Rudolph. |
| 264 | 1 | |a Cambridge, MA : |b Harvard University Press, |c [2019] | |
| 264 | 4 | |c ©2019 | |
| 300 | |a 1 online resource (304 p.) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 347 | |a text file |b PDF |2 rda | ||
| 505 | 0 | 0 | |t Frontmatter -- |t Contents -- |t Introduction -- |t 1. From Textbook to Laboratory -- |t 2. The Laboratory in Practice -- |t 3. Student Interest and the New Movement -- |t 4. The Scientific Method -- |t 5. Problems and Projects -- |t 6. The War on Method -- |t 7. Origins of Inquiry -- |t 8. Scientists in the Classroom -- |t 9. Project 2061 and the Nature of Science -- |t 10. Science in the Standards Era -- |t Conclusion -- |t Notes -- |t Acknowledgments -- |t Index |
| 506 | 0 | |a restricted access |u http://purl.org/coar/access_right/c_16ec |f online access with authorization |2 star | |
| 520 | |a Despite an enduring belief that science should be taught, there has been no enduring consensus about how or why. This is especially true when it comes to teaching scientific process. John Rudolph shows that how we think about and teach science will either sustain or thwart future innovation, and determine how science is perceived by the public. | ||
| 538 | |a Mode of access: Internet via World Wide Web. | ||
| 546 | |a In English. | ||
| 588 | 0 | |a Description based on online resource; title from PDF title page (publisher's Web site, viewed 24. Aug 2021) | |
| 650 | 0 | |a Education |x Social aspects |z United States |x History. | |
| 650 | 0 | |a Science |x Methodology |x Study and teaching (Secondary) |z United States |x History. | |
| 650 | 0 | |a Science |x Study and teaching (Secondary) |z United States |x History. | |
| 650 | 7 | |a SCIENCE / Study & Teaching. |2 bisacsh | |
| 773 | 0 | 8 | |i Title is part of eBook package: |d De Gruyter |t Harvard University Press Complete eBook-Package 2019 |z 9783110652031 |
| 856 | 4 | 0 | |u https://doi.org/10.4159/9780674240377 |
| 856 | 4 | 0 | |u https://www.degruyter.com/isbn/9780674240377 |
| 856 | 4 | 2 | |3 Cover |u https://www.degruyter.com/cover/covers/9780674240377.jpg |
| 912 | |a 978-3-11-065203-1 Harvard University Press Complete eBook-Package 2019 |b 2019 | ||
| 912 | |a GBV-deGruyter-alles | ||