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Understanding Teacher Expertise in Primary Science: A Sociocultural Approach [Pehme köide]

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Understanding Teacher Expertise in Primary Science: A Sociocultural ApproachSuurem pilt
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Püsilink: https://www.kriso.ee/db/9789077874882.html
Märksõnad:
Students on education courses, teachers, and researchers will find this book of value for its careful exploration of arguments about the nature of knowledge and learning, and how these are implicated in classroom practice.
Acknowledgements ix
Preface xi
PART A
1 The Emergence of the Subject Knowledge Requirement within UK Research on Primary Science Education.
3
Primary Science in the 1960's
3
Primary Science in the 1970's
8
Primary Science in the 1980's
12
Primary Science in the 1990's
17
Primary Science Beyond 2000
21
Conclusion
22
2 The Subject Knowledge Requirement
25
"Small range" Constructivism
25
"Big Ideas" Constructivism
32
Sociocultural Approaches to Knowledge and Understanding
35
Conclusion
41
3 The Pedagogical Content Knowledge Requirement
43
Subject Specific Teaching Knowledge
43
Pedagogical Content Knowledge for the "Big Ideas" of Science
48
Sociocultural Approaches to Science Learning and Teaching
55
Conclusion
60
PART B
4 Methodological Implications of a Sociocultural Perspective for Studying Teacher Expertise
65
The Use of Qualitative Case Study in this Study
67
Context of this Study
68
Conclusion
71
5 An Expert Primary Science Practitioner's Perspective
73
Coral's Perspective on her (mil Science Subject Knowledge
73
Coral's Views About the Nature of Children's Science Learning
79
Coral's Views about her Teaching of Science
86
Discussion
89
6 An Example of Expert Primary Science Practice
93
First Phase: Introduction
95
Second Phase: Generating Children's Interest in Investigating Friction
97
Third Phase: Investigating Friction
102
Fourth Phase: Discussing findings about the friction on different surfaces
109
Fifth Phase: Investigating lubricants
117
Sixth Phase: Discussing Children's Findings about the use of Lubricants
121
Discussion
123
7 Conclusion: Primary Science Expertise-in-Action
129
The Growth of Emphasis on Subject Knowledge
129
Assessing Constructivist Approaches to Primary Science Teacher Expertise
132
Understanding Coral's Expertise
134
Implications for the Professional Development of Teachers
141
References 145
Subject index 155
Author index 161