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Author: Nikolaos Fotou Publisher: GRIN Verlag ISBN: 3668166250 Category : Education Languages : en Pages : 74
Book Description
Master's Thesis from the year 2012 in the subject Pedagogy - Miscellaneous Topics, grade: Distinction, , language: English, abstract: In the last forty years, research in science education has focused on investigating students’ ingenuous and intuitive views across a wide range of scientific domains and ages. The majority of these studies have reported that children form ideas about several physical phenomena at a very early age, before receiving any formal education. These naive views and meanings are initially formed from events that children experience and observe every day in the natural world. As Driver and others pointed out, these ideas usually go against the scientific views and are in conflict with them. Those kinds of students’ perspectives are known as alternative conceptions, preconceptions, alternative frameworks and misconceptions. Research in this domain has, also, offered explanations about the origin of these naive ideas. These explanations could be broadly categorized into two theoretical groups. The first one refers to the Piagetian notion of learning while the other derives from a Vygotskian perspective. Several books have been written regarding differences between Piaget’s points of view about learning and Vygotsky’s ideas. However, as Sjoberg (2007) pointed out, they both can be seen as constructivists. In agreement with this statement, Pass (2004) noted that the two perspectives offer different paths on the way to constructivism. Vygotsky has placed greater emphasis in the social and cultural factors, whereas Piaget believed that knowledge is constructed from experiences as the individual gradually grows and develops. Thus, for the latter constructivist view of learning is the result of natural and spontaneous knowledge (personal constructivism, Piaget, 1960), while the former perceives it as a social interaction. The majority of studies have been based on these two theories of learning. In the present study, these two viewpoints are adopted. According to these approaches, individuals construct their own ideas and understandings from inputs which have as a result the form of a wide range of conceptions. As Vosniadou and Brewer (1987) argued, knowledge is acquired and restructured when naive ideas encounter dissimilar and, in some cases, competing views. Students usually confront such conflict situations in their everyday life when observing nature and discussing with their peers or when asked to deal with different ideas in classroom settings.
Author: Nikolaos Fotou Publisher: GRIN Verlag ISBN: 3668166250 Category : Education Languages : en Pages : 74
Book Description
Master's Thesis from the year 2012 in the subject Pedagogy - Miscellaneous Topics, grade: Distinction, , language: English, abstract: In the last forty years, research in science education has focused on investigating students’ ingenuous and intuitive views across a wide range of scientific domains and ages. The majority of these studies have reported that children form ideas about several physical phenomena at a very early age, before receiving any formal education. These naive views and meanings are initially formed from events that children experience and observe every day in the natural world. As Driver and others pointed out, these ideas usually go against the scientific views and are in conflict with them. Those kinds of students’ perspectives are known as alternative conceptions, preconceptions, alternative frameworks and misconceptions. Research in this domain has, also, offered explanations about the origin of these naive ideas. These explanations could be broadly categorized into two theoretical groups. The first one refers to the Piagetian notion of learning while the other derives from a Vygotskian perspective. Several books have been written regarding differences between Piaget’s points of view about learning and Vygotsky’s ideas. However, as Sjoberg (2007) pointed out, they both can be seen as constructivists. In agreement with this statement, Pass (2004) noted that the two perspectives offer different paths on the way to constructivism. Vygotsky has placed greater emphasis in the social and cultural factors, whereas Piaget believed that knowledge is constructed from experiences as the individual gradually grows and develops. Thus, for the latter constructivist view of learning is the result of natural and spontaneous knowledge (personal constructivism, Piaget, 1960), while the former perceives it as a social interaction. The majority of studies have been based on these two theories of learning. In the present study, these two viewpoints are adopted. According to these approaches, individuals construct their own ideas and understandings from inputs which have as a result the form of a wide range of conceptions. As Vosniadou and Brewer (1987) argued, knowledge is acquired and restructured when naive ideas encounter dissimilar and, in some cases, competing views. Students usually confront such conflict situations in their everyday life when observing nature and discussing with their peers or when asked to deal with different ideas in classroom settings.
Author: Kathy Cabe Trundle Publisher: Springer ISBN: 9401795053 Category : Science Languages : en Pages : 390
Book Description
This book emphasizes the significance of teaching science in early childhood classrooms, reviews the research on what young children are likely to know about science and provides key points on effectively teaching science to young children. Science education, an integral part of national and state standards for early childhood classrooms, encompasses not only content-based instruction but also process skills, creativity, experimentation and problem-solving. By introducing science in developmentally appropriate ways, we can support young children’s sensory explorations of their world and provide them with foundational knowledge and skills for lifelong science learning, as well as an appreciation of nature. This book emphasizes the significance of teaching science in early childhood classrooms, reviews the research on what young children are likely to know about science, and provides key points on effectively teaching young children science. Common research methods used in the reviewed studies are identified, methodological concerns are discussed and methodological and theoretical advances are suggested.
Author: Jostein Gaarder Publisher: Farrar, Straus and Giroux ISBN: 1466804270 Category : Fiction Languages : en Pages : 599
Book Description
A page-turning novel that is also an exploration of the great philosophical concepts of Western thought, Jostein Gaarder's Sophie's World has fired the imagination of readers all over the world, with more than twenty million copies in print. One day fourteen-year-old Sophie Amundsen comes home from school to find in her mailbox two notes, with one question on each: "Who are you?" and "Where does the world come from?" From that irresistible beginning, Sophie becomes obsessed with questions that take her far beyond what she knows of her Norwegian village. Through those letters, she enrolls in a kind of correspondence course, covering Socrates to Sartre, with a mysterious philosopher, while receiving letters addressed to another girl. Who is Hilde? And why does her mail keep turning up? To unravel this riddle, Sophie must use the philosophy she is learning—but the truth turns out to be far more complicated than she could have imagined.
Author: J.K. Gilbert Publisher: Springer Science & Business Media ISBN: 9780792367727 Category : Science Languages : en Pages : 404
Book Description
Models and modelling play a central role in the nature of science, in its conduct, in the accreditation and dissemination of its outcomes, as well as forming a bridge to technology. They therefore have an important place in both the formal and informal science education provision made for people of all ages. This book is a product of five years collaborative work by eighteen researchers from four countries. It addresses four key issues: the roles of models in science and their implications for science education; the place of models in curricula for major science subjects; the ways that models can be presented to, are learned about, and can be produced by, individuals; the implications of all these for research and for science teacher education. The work draws on insights from the history and philosophy of science, cognitive psychology, sociology, linguistics, and classroom research, to establish what may be done and what is done. The book will be of interest to researchers in science education and to those taking courses of advanced study throughout the world.
Author: Rick Riordan Publisher: Disney Electronic Content ISBN: 1423131894 Category : Juvenile Fiction Languages : en Pages : 379
Book Description
The #1 New York Times Bestseller | Now a series on Disney+ 12-year-old Percy Jackson discovers he is the son of Poseidon in the opener to the hilarious, fast-paced adventure fantasy series for young readers ages 10 and up The eBook edition of the first book in Rick Riordan’s thrilling series, filled with magic, mythology, and plenty of monsters Percy Jackson is about to be kicked out of boarding school again—he can't seem to stay out of trouble. Is he supposed to stand by while a bully picks on his scrawny best friend? Or not defend himself when his teacher turns into a monster and tries to kill him? Mythical creatures seem to be walking straight out of the pages of Percy's Greek mythology textbook and into his life. What’s worse, he's angered a few of them: Zeus's master lightning bolt has been stolen, and Percy is the prime suspect. Percy and his friends Grover the satyr, and Annabeth, the demigod daughter of Athena, must find and return Zeus's stolen property and bring peace to a warring Mount Olympus. They travel cross country to the gates of the Underworld in Los Angeles, facing a host of enemies determined to stop them. Withmillions of copies and over 10 years spent on the New York Times bestseller list, Percy has also become a movie, a Broadway musical, and now a Disney+ series. He continues to find fans in classrooms and libraries across the world.
Author: Nikolaos Fotou
Author: Nikolaos Fotou
Author: Kathy Cabe Trundle
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Author: Jostein Gaarder
Author: J.K. Gilbert
Author: Rick Riordan
Author: James Silk Buckingham
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