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001 978-94-6091-858-2
003 DE-He213
005 20140220083349.0
007 cr nn 008mamaa
008 121026s2012 ne | s |||| 0|eng d
020 _a9789460918582
_9978-94-6091-858-2
024 7 _a10.1007/978-94-6091-858-2
_2doi
050 4 _aL1-991
072 7 _aJN
_2bicssc
072 7 _aEDU000000
_2bisacsh
082 0 4 _a370
_223
100 1 _aFitzgerald, Angela.
_eeditor.
245 1 0 _aScience in Primary Schools
_h[electronic resource] :
_bExamining the Practices of Effective Teachers /
_cedited by Angela Fitzgerald.
264 1 _aRotterdam :
_bSensePublishers :
_bImprint: SensePublishers,
_c2012.
300 _aVI, 118 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
520 _aIf the status and quality of science education in schools is to improve, efforts need to be made to better understand the classroom practices of effective science teachers. Teachers are key players in a re-imagining of science education. This book explores how two primary school teachers, identified as effective practitioners, approached science teaching and learning over a unit of work. In recording the teaching and learning experiences in their classrooms, the author highlights how the two teachers adopted different approaches, drawing on their particular beliefs and knowledge, to support student learning in science in ways that were appropriate to their contexts as well as reflected their different experiences, strengths and backgrounds. Through sharing their stories, this book illustrates, that due to the complex nature of teaching and learning, there is no one way of defining effectiveness. In documenting this research, it is hoped that other teachers and teacher educators will be inspired to think about primary school science education in innovative ways.
650 0 _aEducation.
650 1 4 _aEducation.
650 2 4 _aEducation (general).
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-6091-858-2
912 _aZDB-2-SHU
999 _c104916
_d104916