000			03810nam a22004335i 4500
001			978-94-6091-349-5
003			DE-He213
005			20140220084604.0
007			cr nn 008mamaa
008			111016s2010 ne | s |||| 0|eng d
020			_a9789460913495 _9978-94-6091-349-5
024	7		_a10.1007/978-94-6091-349-5 _2doi
050		4	_aLC8-6691
072		7	_aJNU _2bicssc
072		7	_aPD _2bicssc
072		7	_aSCI063000 _2bisacsh
082	0	4	_a507.1 _223
100	1		_aKokkotas, P. V. _eeditor.
245	1	0	_aAdapting Historical Knowledge Production to the Classroom _h[electronic resource] / _cedited by P. V. Kokkotas, K. S Malamitsa, A. A. Rizaki.
264		1	_aRotterdam : _bSensePublishers, _c2010.
300			_aXII, 258p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_aTheoretical Framework -- Teaching the Philosophical and Worldview Components of Science -- Is The History of Science the Wasteland of False Theories? -- The History of Science And The Future of Science Education -- Textbooks of The Physical Sciences and The History of Science -- Does History of Science Contribute To The Construction of Knowledge In The Constructivist Environments of Learning? -- On the Concept of Energy -- Troublesome Droplets -- The Antikythera Mechanism -- History of Science and Argumentation in Science Education -- Integration of Science Education and History of Science -- Praxis -- Teaching Modern Physics, Using Selected Nobel Lectures -- Classroom Explorations With Pendulums, Mirrors, and Galileo’S Drama -- Developing Greek Primary School Students’ Graph/Chart Interpretation and Reading Comprehension as Critical Thinking Skills -- Use of the History of Science in the Design of Research-informed NOS Materials for Teacher Education -- Which HPS do/should Textbooks Refer to? The Historical Debate on the Nature of Electrical Fluids -- A wiki-course for Teacher Training in Science Education -- Could Scientific Controversies be used as a Tool for Teaching Science in the Compulsory Education? -- Resolving Dilemmas in Acquiring Knowledge of Newton’s First Law: Is the History of Science Helpful?.
520			_aThe aims of this book are: • to contribute to professional development of those directly involved in science education (science teachers, elementary and secondary science teacher advisors, researchers in science education, etc), • to contribute to the improvement of the quality of science education at all levels of education with the exploitation of elements from History of Science incorporated in science teaching –it is argued that through such approaches the students’ motivation can be raised, their romantic understanding can be developed and consequently their conceptual understanding of science concepts can be improved since these approaches make science more attractive to them– and • to contribute to the debate about science education at the international level in order to find new ways for further inquiry on the issues that the book is dealing with. The book is divided in two parts: The first expounds its philosophical and epistemological framework and the second combines theory and praxis, the theoretical insights with their practical applications.
650		0	_aEducation.
650		0	_aScience _xStudy and teaching.
650	1	4	_aEducation.
650	2	4	_aScience Education.
700	1		_aMalamitsa, K. S. _eeditor.
700	1		_aRizaki, A. A. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
856	4	0	_uhttp://dx.doi.org/10.1007/978-94-6091-349-5
912			_aZDB-2-SHU
999			_c113697 _d113697