CIENCIAS DE LA TIERRA Y MEDIOAMBIENTALES 2 BACHILLERATO LA CASA DEL SABER SANTILLANA PDF Download

Author: Ignacio Meléndez Hevia
Publisher:
ISBN: 9788429482256
Category :
Languages : es
Pages : 376

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Author: Eduardo Mortimer
Publisher: McGraw-Hill Education (UK)
ISBN: 033522654X
Category : Social Science
Languages : en
Pages : 160

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Book Description
This book focuses on the talk of science classrooms and in particular on the ways in which the different kinds of interactions between teachers and students contribute to meaning making and learning. Central to the text is a new analytical framework for characterising the key features of the talk of school science classrooms. This framework is based on sociocultural principles and links the work of theorists such as Vygotsky and Bakhtin to the day-to-day interactions of contemporary science classrooms. *presents a framework, based on sociocultural theory, for analysing the language of teaching and learning interactions in science classrooms *provides detailed examples and illustrations of insights gained from applying the framework to real science lessons in Brazil and the UK. *demonstrates how these ways of thinking about classroom talk can be drawn upon to inform the professional development of science teachers. *offers an innovative research methodology, based on sociocultural theory, for analysing classroom talk. *expands upon the ways in which sociocultural theory has been systematically applied to analysing classroom contexts. This book offers a powerful set of tools for thinking and talking about the day-to-day practices of contemporary science classrooms. It contains messages of fundamental importance and insight for all of those who are interested in reflecting on the interactions of science teaching and learning, whether in the context of teaching, higher degree study, or research.

Author: Rosalind Driver
Publisher: Routledge
ISBN: 113486082X
Category : Education
Languages : en
Pages : 330

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Book Description
When children begin secondary school they already have knowledge and ideas about many aspects of the natural world from their experiences both in primary classes and outside school. These ideas, right or wrong, form the basis of all they subsequently learn. Research has shown that teaching is unlikely to be effective unless it takes into account the position from which the learner starts. Making Sense of Secondary Science provides a concise and accessible summary of the research that has been done internationally in this area. The research findings are arranged in three main sections: * life and living processes * materials and their properties * physical processes. Full bibliographies in each section allow interested readers to pursue the themes further. Much of this material has hitherto been available only in limited circulation specialist journals or in unpublished research. Its publication in this convenient form will be welcomed by all researchers in science education and by practicing science teachers continuing their professional development, who want to deepen their understanding of how their children think and learn.

Author: Peter J. Fensham
Publisher: Routledge
ISBN: 1317856228
Category : Education
Languages : en
Pages : 291

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Book Description
First published in 1994. Leading scholars in science education from eight countries on four continents and ex-pert practising science teachers (primary and secondary) wrote about the teaching and learning of particular science content or skills, and hence how different science content requires different sorts of teaching and learning. Having shared the papers, they then met to discuss them and subsequently revised them. The result is a coherent set of chapters that share valuable insights about the teaching and learning of science. Some chapters consider the detail of specific topics (e.g. floating and sinking, soil and chemical change), some describe innovative procedures, others provide powerful theory. Together they provide a comprehensive analysis of constructivist learning and teaching implications.

Author: Stephen Jay Gould
Publisher: Harvard University Press
ISBN: 0674417925
Category : Science
Languages : en
Pages : 1460

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Book Description
The world’s most revered and eloquent interpreter of evolutionary ideas offers here a work of explanatory force unprecedented in our time—a landmark publication, both for its historical sweep and for its scientific vision. With characteristic attention to detail, Stephen Jay Gould first describes the content and discusses the history and origins of the three core commitments of classical Darwinism: that natural selection works on organisms, not genes or species; that it is almost exclusively the mechanism of adaptive evolutionary change; and that these changes are incremental, not drastic. Next, he examines the three critiques that currently challenge this classic Darwinian edifice: that selection operates on multiple levels, from the gene to the group; that evolution proceeds by a variety of mechanisms, not just natural selection; and that causes operating at broader scales, including catastrophes, have figured prominently in the course of evolution. Then, in a stunning tour de force that will likely stimulate discussion and debate for decades, Gould proposes his own system for integrating these classical commitments and contemporary critiques into a new structure of evolutionary thought. In 2001 the Library of Congress named Stephen Jay Gould one of America’s eighty-three Living Legends—people who embody the “quintessentially American ideal of individual creativity, conviction, dedication, and exuberance.” Each of these qualities finds full expression in this peerless work, the likes of which the scientific world has not seen—and may not see again—for well over a century.

Author: Anthony F. Rotatori
Publisher: Emerald Group Publishing
ISBN: 0857246291
Category : Education
Languages : en
Pages : 389

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Book Description
Examines the history of special education by categorical areas (for example, Learning Disabilities, Mental Retardation, and Autistic Spectrum Disorders). This title includes chapters on the changing philosophy related to educating students with exceptionalities as well as a history of legal and legislation content concerned with special education.

Author: Gerald G. Duffy
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 336

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Author: Kenneth R. Howe
Publisher: Teachers College Press
ISBN: 0807758957
Category : Education
Languages : en
Pages : 169

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Book Description
Updated to include changes in the field, this new edition addresses ethical issues that are most pressing to special education teachers and administrators. Using a case-based approach, students are encouraged to reason and collaborate about due process, the distribution of educational resources, institutional unresponsiveness, professional relationships, conflicts among parents and teachers, and confidentiality.

Author: Jonathan Bergmann
Publisher: International Society for Technology in Education
ISBN: 1564844684
Category : Education
Languages : en
Pages : 123

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Book Description
Learn what a flipped classroom is and why it works, and get the information you need to flip a classroom. You’ll also learn the flipped mastery model, where students learn at their own pace, furthering opportunities for personalized education. This simple concept is easily replicable in any classroom, doesn’t cost much to implement, and helps foster self-directed learning. Once you flip, you won’t want to go back!

Author: Gunther Kress
Publisher: Routledge
ISBN: 1134908288
Category : Education
Languages : en
Pages : 248

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Book Description
First published in 1982, this influential and classic text poses two questions: what is it that a child learns when he or she learns to write? What can we learn about children, society and ourselves, by looking at this process? The book is based on a close analysis of a series of written texts by primary school children and is written for student teachers with little or no knowledge of linguistics. In this new edition, Gunther Kress has made extensive revisions in the light of recent developments in linguistics and in education. The theoretical focus is now a social semiotic one, which allows a fundamental rethinking of issues such as 'preliteracy' and broad social and cultural questions around the making of texts.