You might also like

More about Transforming Undergraduate Science Teaching

• Book details
• Synopsis
• Trending among others

You get 114 loyalty points

Book synopsis

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.

Book details

Book category Books in English Society & social sciences Education Higher & further education, tertiary education

• Full title: Transforming Undergraduate Science Teaching
• Subtitle: Social Constructivist Perspectives
• Author: Peter C. Taylor, Penny J. Gilmer, Kenneth Tobin
• Language: English
• Binding: Paperback
• Number of pages: 481
• EAN: 9780820452937
• ISBN: 9780820452937
• ID: 10028951
• Publisher: Peter Lang Publishing Inc
• Weight: 690 g
• Dimensions: 155 × 229 × 28 mm
• Date of publishing: 03. April 2002

Trending among others

---

---

---