Supporting self-directed learning in science and technology beyond the school years / / Léonie J. Rennie, Susan M. Stocklmayer and John K. Gilbert.
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Superior document: | Teaching and learning in science series |
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Place / Publishing House: | New York, NY : : Routledge,, 2019. |
Year of Publication: | 2019 |
Language: | English |
Series: | Teaching and learning in science series.
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Physical Description: | 1 online resource (225 pages) :; illustrations. |
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100 | 1 | |a Rennie, Léonie J., |e author. | |
245 | 1 | 0 | |a Supporting self-directed learning in science and technology beyond the school years / |c Léonie J. Rennie, Susan M. Stocklmayer and John K. Gilbert. |
264 | 1 | |a New York, NY : |b Routledge, |c 2019. | |
300 | |a 1 online resource (225 pages) : |b illustrations. | ||
336 | |a text |b txt |2 rdacontent | ||
337 | |a computer |b c |2 rdamedia | ||
338 | |a online resource |b cr |2 rdacarrier | ||
490 | 1 | |a Teaching and learning in science series | |
504 | |a Includes bibliographical references and index. | ||
588 | |a Description based on print version record. | ||
505 | 0 | |a <P>Acknowledgements </P><P>Preface </P><P>Abstract </P><P>Reference </P><P>Chapter 1: What Are Science and Technology? </P><P>Abstract </P><P>The importance of science and technology </P><P>Scientific literacy and the public understanding of science </P><P>Finding a meaning for scientific literacy </P><P>What does it mean to be literate in science and technology? </P><P>Where does STEM fit? </P><P>What science and technology do people need to know? </P><P>Where can adults learn about science and technology and how can we help them? </P><P>References </P><P>Chapter 2: How Do Adults Learn Science and Technology? </P><P>Abstract </P><P>To what extent do adults learn science and technology? </P><P>Models of learning </P><P>Models underlying a classical view of pedagogy </P><P>Constructivism </P><P>Andragogy </P><P>Heutagogy </P><P>The main elements of the self-directed learning of science and technology </P><P>Theories of motivation and self-determination </P><P>Individual engagement with science and technology </P><P>References </P><P>Chapter 3: Learning to Deal with Medical Issues </P><P>Abstract </P><P>Seeking solutions to health problems </P><P>Ana's story: First pregnancy </P><P>Penny's story: An "invisible disability" </P><P>Mary's story: A lifelong challenge </P><P>Commentary on the three case stories </P><P>References </P><P>Chapter 4: Pursuing Personal Interests -- Learning through Hobbies </P><P>Abstract </P><P>Pursuing a life-long hobby </P><P>Richard's Story: Building a Logie Baird televisor </P><P>Michael's Story: Creating Complex Jewellery </P><P>Pursuing Environmental Interests </P><P>Tina's Story: Surprise encounter with a bumblebee </P><P>Paulette's Story: Opaque Aquifers and Other Matters </P><P>Commentary on the four case stories </P><P>References </P><P>Chapter 5: Learning to Help Others </P><P>Abstract </P><P>Helping children </P><P>Paul's story: pop-up dinosaurs </P><P>Liz's story: Science for Mothers </P><P>The explainers </P><P>Tiki's story: Interpreting plants </P><P>Kristen's story: In the galleries </P><P>Warren's story: A science of place </P><P>Commentary on the five case stories </P><P>References </P><P>Chapter 6: Learning for Work </P><P>Abstract </P><P>Learning in and for the workplace </P><P>Hugh's story: An experience of life-long learning </P><P>Ketan's story: Understanding controversy </P><P>Keith's story: Life is a garden </P><P>Commentary on the three case stories </P><P>References </P><P>Chapter 7: Learning Through a Diversity of Approaches: The Case of the Moon Diary </P><P>Abstract </P><P>Introduction </P><P>The influence of learning styles and multiple intelligences </P><P>Free pathways and motivation </P><P>The Moon Diary assignment </P><P>Initial responses: from confusion to elation </P><P>Choosing the theme </P><P>Reflections </P><P>References </P><P>Chapter 8: Resources for Self-Directed Learning </P><P>Abstract </P><P>How self-directed learners use resources </P><P>Media resources </P><P>Printed resources </P><P>Electronic mass media </P><P>The Internet and social media </P><P>Quality of information portrayed by mass media </P><P>People as resources -- experts, friends, peers and colleagues </P><P>Experts in the field </P><P>Friends, peers, and colleagues </P><P>Course-taking and teachers </P><P>Internet e-learning platforms </P><P>Self-directed learning at education institutions </P><P>Personal resources </P><P>References </P><P>Chapter 9: Learning from New Media </P><P>Abstract </P><P>Characteristics of new media </P><P>Learning via the Internet: The digital divide </P><P>Motivation to search the Internet </P><P>Checking facts </P><P>Focused searching </P><P>Exploration and discovery </P><P>Learning about science through new media: Social networks </P><P>Hazards of new media </P><P>Judging a credible source </P><P>Helping people to learn from the Internet </P><P>References </P><P>Chapter 10: Supporting Self-directed Learning in Science and Technology </P><P>Abstract </P><P>Introduction </P><P>Essential skills for effective self-directed learning </P><P>Prerequisite personal resources for self-directed learners </P><P>Motivation toward the chosen task </P><P>Active engagement in learning </P><P>Self-efficacy as a learner </P><P>Partnerships for learning </P><P>Mentoring relationships </P><P>Varieties of mentorship </P><P>Learning relationships in our case stories </P><P>Learning relationships and online media </P><P>How to support self-directed learners </P><P>Likely supporters of self-directed learners </P><P>Educators providing formal learning experiences </P><P>Specialists and community liaison people </P><P>Staff in the educational sections of cultural organisations </P><P>Effective communication </P><P>References </P><P>Chapter 11: Advancing the Cause of Adult Literacy in Science and Technology </P><P>Abstract </P><P>Science in the school curriculum </P><P>Dealing with science and technology in everyday life </P><P>Technology in the school curriculum </P><P>The curricular relevance of STEM and STEAM </P><P>The relevance of an integrated curriculum </P><P>Developing literacy in science and technology </P><P>Increasing "Science Capital" </P><P>Providing knowledge and skills to facilitate universal scientific literacy </P><P>Achieving the goals of lifelong learning in science and technology </P><P>References</P> | |
650 | 0 | |a Adult learning. | |
650 | 0 | |a Self-managed learning. | |
776 | |z 1-138-35325-6 | ||
700 | 1 | |a Stocklmayer, Sue, |e author. | |
700 | 1 | |a Gilbert, John |q (John K.), |e author. | |
830 | 0 | |a Teaching and learning in science series. | |
906 | |a BOOK | ||
ADM | |b 2023-11-16 01:46:58 Europe/Vienna |f system |c marc21 |a 2019-01-13 08:59:10 Europe/Vienna |g false | ||
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