Name: Inquiry-Based Science Education (Global Science Education) (en Inglés)
Price: 248.01 PEN
Availability: InStock
Author: Robyn M. Gillies
ISBN: 9780367279233

portada Inquiry-Based Science Education (Global Science Education) (en Inglés)

Formato

Libro Físico

Editorial

Crc Press

Autor

Robyn M. Gillies

Año

2020

Idioma

Inglés

N° páginas

122

Encuadernación

Tapa Dura

ISBN13

9780367279233

N° edición

Categorías

Escuelas primarias

Inquiry-Based Science Education (Global Science Education) (en Inglés)

Robyn M. Gillies (Autor) · Crc Press · Tapa Dura

Libro Nuevo

S/ 248,01

S/ 413,36

Ahorras: S/ 165,34

40% descuento

Envío normal

Origen: Estados Unidos (Costos de importación incluídos en el precio)

Se enviará desde nuestra bodega entre el Miércoles 24 de Julio y el Lunes 05 de Agosto.

Lo recibirás en cualquier lugar de Perú entre 2 y 5 días hábiles luego del envío.

Reseña del libro "Inquiry-Based Science Education (Global Science Education) (en Inglés)"

Students often think of science as disconnected pieces of information rather than a narrative that challenges their thinking, requires them to develop evidence-based explanations for the phenomena under investigation, and communicate their ideas in discipline-specific language as to why certain solutions to a problem work. The author provides teachers in primary and junior secondary school with different evidence-based strategies they can use to teach inquiry science in their classrooms. The research and theoretical perspectives that underpin the strategies are discussed as are examples of how different ones areimplemented in science classrooms to affect student engagement and learning. Key Features: Presents processes involved in teaching inquiry-based science Discusses importance of multi-modal representations in teaching inquiry based-science Covers ways to develop scientifically literacy Uses the Structure of Observed learning Outcomes (SOLO) Taxonomy to assess student reasoning, problem-solving and learning Presents ways to promote scientific discourse, including teacher-student interactions, student-student interactions, and meta-cognitive thinking