Supporting self-directed learning in science and technology beyond the school years / / Léonie J. Rennie, Susan M. Stocklmayer and John K. Gilbert.
Saved in:
Superior document: | Teaching and learning in science series |
---|---|
VerfasserIn: | |
TeilnehmendeR: | |
Place / Publishing House: | New York, NY : : Routledge,, 2019. |
Year of Publication: | 2019 |
Language: | English |
Series: | Teaching and learning in science series.
|
Physical Description: | 1 online resource (225 pages) :; illustrations. |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
id |
993599265004498 |
---|---|
ctrlnum |
(CKB)4100000007332363 (MiAaPQ)EBC5625389 (OCoLC)1080273573 (OCoLC-P)1080273573 (FlBoTFG)9780429434303 (EXLCZ)994100000007332363 |
collection |
bib_alma |
record_format |
marc |
spelling |
Rennie, Léonie J., author. Supporting self-directed learning in science and technology beyond the school years / Léonie J. Rennie, Susan M. Stocklmayer and John K. Gilbert. New York, NY : Routledge, 2019. 1 online resource (225 pages) : illustrations. text txt rdacontent computer c rdamedia online resource cr rdacarrier Teaching and learning in science series Includes bibliographical references and index. Description based on print version record. <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> Adult learning. Self-managed learning. 1-138-35325-6 Stocklmayer, Sue, author. Gilbert, John (John K.), author. Teaching and learning in science series. |
language |
English |
format |
eBook |
author |
Rennie, Léonie J., Stocklmayer, Sue, Gilbert, John |
spellingShingle |
Rennie, Léonie J., Stocklmayer, Sue, Gilbert, John Supporting self-directed learning in science and technology beyond the school years / Teaching and learning in science series <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> |
author_facet |
Rennie, Léonie J., Stocklmayer, Sue, Gilbert, John Stocklmayer, Sue, Gilbert, John |
author_variant |
l j r lj ljr s s ss j g jg |
author_fuller |
(John K.), |
author_role |
VerfasserIn VerfasserIn VerfasserIn |
author2 |
Stocklmayer, Sue, Gilbert, John |
author2_role |
TeilnehmendeR TeilnehmendeR |
author_sort |
Rennie, Léonie J., |
title |
Supporting self-directed learning in science and technology beyond the school years / |
title_full |
Supporting self-directed learning in science and technology beyond the school years / Léonie J. Rennie, Susan M. Stocklmayer and John K. Gilbert. |
title_fullStr |
Supporting self-directed learning in science and technology beyond the school years / Léonie J. Rennie, Susan M. Stocklmayer and John K. Gilbert. |
title_full_unstemmed |
Supporting self-directed learning in science and technology beyond the school years / Léonie J. Rennie, Susan M. Stocklmayer and John K. Gilbert. |
title_auth |
Supporting self-directed learning in science and technology beyond the school years / |
title_new |
Supporting self-directed learning in science and technology beyond the school years / |
title_sort |
supporting self-directed learning in science and technology beyond the school years / |
series |
Teaching and learning in science series |
series2 |
Teaching and learning in science series |
publisher |
Routledge, |
publishDate |
2019 |
physical |
1 online resource (225 pages) : illustrations. |
contents |
<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> |
isbn |
0-429-43430-8 0-429-78458-9 0-429-78459-7 1-138-35325-6 |
callnumber-first |
L - Education |
callnumber-subject |
LC - Social Aspects of Education |
callnumber-label |
LC5225 |
callnumber-sort |
LC 45225 L42 R466 42019 |
illustrated |
Not Illustrated |
dewey-hundreds |
300 - Social sciences |
dewey-tens |
370 - Education |
dewey-ones |
374 - Adult education |
dewey-full |
374 |
dewey-sort |
3374 |
dewey-raw |
374 |
dewey-search |
374 |
oclc_num |
1080273573 |
work_keys_str_mv |
AT rennieleoniej supportingselfdirectedlearninginscienceandtechnologybeyondtheschoolyears AT stocklmayersue supportingselfdirectedlearninginscienceandtechnologybeyondtheschoolyears AT gilbertjohn supportingselfdirectedlearninginscienceandtechnologybeyondtheschoolyears |
status_str |
c |
ids_txt_mv |
(CKB)4100000007332363 (MiAaPQ)EBC5625389 (OCoLC)1080273573 (OCoLC-P)1080273573 (FlBoTFG)9780429434303 (EXLCZ)994100000007332363 |
carrierType_str_mv |
cr |
hierarchy_parent_title |
Teaching and learning in science series |
is_hierarchy_title |
Supporting self-directed learning in science and technology beyond the school years / |
container_title |
Teaching and learning in science series |
author2_original_writing_str_mv |
noLinkedField noLinkedField |
_version_ |
1796653152379863040 |
fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>07411cam a2200541Ii 4500</leader><controlfield tag="001">993599265004498</controlfield><controlfield tag="005">20190131010649.0</controlfield><controlfield tag="006">m o d </controlfield><controlfield tag="007">cr cnu|||unuuu</controlfield><controlfield tag="008">181226s2019 nyu ob 001 0 eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">0-429-43430-8</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">0-429-78458-9</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">0-429-78459-7</subfield></datafield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.4324/9780429434303</subfield><subfield code="2">doi</subfield></datafield><datafield tag="024" ind1="3" ind2=" "><subfield code="a">9780429434303</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(CKB)4100000007332363</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(MiAaPQ)EBC5625389</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1080273573</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC-P)1080273573</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(FlBoTFG)9780429434303</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(EXLCZ)994100000007332363</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">OCoLC-P</subfield><subfield code="b">eng</subfield><subfield code="e">rda</subfield><subfield code="e">pn</subfield><subfield code="c">OCoLC-P</subfield></datafield><datafield tag="050" ind1=" " ind2="4"><subfield code="a">LC5225.L42</subfield><subfield code="b">.R466 2019</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">EDU</subfield><subfield code="x">002000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">EDU</subfield><subfield code="x">021000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">374</subfield><subfield code="2">23</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Rennie, Léonie J.,</subfield><subfield code="e">author.</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Supporting self-directed learning in science and technology beyond the school years /</subfield><subfield code="c">Léonie J. Rennie, Susan M. Stocklmayer and John K. Gilbert.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">New York, NY :</subfield><subfield code="b">Routledge,</subfield><subfield code="c">2019.</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (225 pages) :</subfield><subfield code="b">illustrations.</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="1" ind2=" "><subfield code="a">Teaching and learning in science series</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references and index.</subfield></datafield><datafield tag="588" ind1=" " ind2=" "><subfield code="a">Description based on print version record.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="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></subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Adult learning.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Self-managed learning.</subfield></datafield><datafield tag="776" ind1=" " ind2=" "><subfield code="z">1-138-35325-6</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Stocklmayer, Sue,</subfield><subfield code="e">author.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Gilbert, John</subfield><subfield code="q">(John K.),</subfield><subfield code="e">author.</subfield></datafield><datafield tag="830" ind1=" " ind2="0"><subfield code="a">Teaching and learning in science series.</subfield></datafield><datafield tag="906" ind1=" " ind2=" "><subfield code="a">BOOK</subfield></datafield><datafield tag="ADM" ind1=" " ind2=" "><subfield code="b">2023-11-16 01:46:58 Europe/Vienna</subfield><subfield code="f">system</subfield><subfield code="c">marc21</subfield><subfield code="a">2019-01-13 08:59:10 Europe/Vienna</subfield><subfield code="g">false</subfield></datafield><datafield tag="AVE" ind1=" " ind2=" "><subfield code="i">DOAB Directory of Open Access Books</subfield><subfield code="P">DOAB Directory of Open Access Books</subfield><subfield code="x">https://eu02.alma.exlibrisgroup.com/view/uresolver/43ACC_OEAW/openurl?u.ignore_date_coverage=true&portfolio_pid=5345558830004498&Force_direct=true</subfield><subfield code="Z">5345558830004498</subfield><subfield code="b">Available</subfield><subfield code="8">5345558830004498</subfield></datafield></record></collection> |