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Driel Jan (62 results)
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paperback. Condition: New. Brand new. Ships from Friends bookstore to benefit Beaverton (Oregon) library.
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Condition: Very good. Van Lierde, Jan (illustrator).
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Condition: Good. Paperback,illustraties in kleur, 4to. Proefschrift met los stellingenblad Universiteit Leiden.
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Condition: New.
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Condition: As New. Unread book in perfect condition.
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Science Teachers' Knowledge Development
Seller: Rarewaves.com USA, London, LONDO, United Kingdom
Seller rating 5 out of 5 stars
Paperback. Condition: New. In this volume, Jan van Driel presents an overview of his research on the professional knowledge that science teachers develop and enact in their teaching to promote student understanding and engagement in science. Using a selection of ten of his best publications, van Driel explains his journey from a chemistry teacher to an international leader in research in science education. He highlights collaborative projects with colleagues and students that have contributed to a better understanding of the nature of science teachers' professional knowledge and how it develops in the context of teacher education and reforms of science education. He discusses the impact of this research on the international research community, and on the practice and policy of science education.
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Science Teachers' Knowledge Development
Seller: GreatBookPricesUK, Woodford Green, United Kingdom
Seller rating 5 out of 5 stars
Condition: New.
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Science Teachers' Knowledge Development
Seller: GreatBookPricesUK, Woodford Green, United Kingdom
Seller rating 5 out of 5 stars
Condition: As New. Unread book in perfect condition.
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Science Teachers\ Knowledge Development
First Edition
Paperback. Condition: New. KlappentextJan van Driel presents an overview of his research on the professional knowledge that science teachers develop and enact in their teaching to promote student understanding and engagement in science.
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Paperback. Condition: New. In this volume, Jan van Driel presents an overview of his research on the professional knowledge that science teachers develop and enact in their teaching to promote student understanding and engagement in science. Using a selection of ten of his best publications, van Driel explains his journey from a chemistry teacher to an international leader in research in science education. He highlights collaborative projects with colleagues and students that have contributed to a better understanding of the nature of science teachers' professional knowledge and how it develops in the context of teacher education and reforms of science education. He discusses the impact of this research on the international research community, and on the practice and policy of science education.
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Chemical Education: Towards Research-based Practice (Contemporary Trends and Issues in Science Education, 17)
Book 6 of 40: Contemporary Trends and Issues in Science EducationLanguage: English
Published by Springer (edition 2003), 2003
ISBN 10: 1402011849 ISBN 13: 9781402011849
Paperback. Condition: Fair. 2003. The item might be beaten up but readable. May contain markings or highlighting, as well as stains, bent corners, or any other major defect, but the text is not obscured in any way.
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paperback. Condition: New. In shrink wrap. Looks like an interesting title!
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Science Teachers' Knowledge Development
Language: English
Published by Koninklijke Brill BV Nov 2021, 2021
ISBN 10: 900450544X ISBN 13: 9789004505445
Taschenbuch. Condition: Neu. Neuware - Jan van Driel presents an overview of his research on the professional knowledge that science teachers develop and enact in their teaching to promote student understanding and engagement in science.
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Condition: New.
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Science Teachers Knowledge Development
Seller: GreatBookPricesUK, Woodford Green, United Kingdom
Seller rating 5 out of 5 stars
£ 136.80
£ 15 shipping
Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketCondition: New.
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paperback. Condition: New. NEW. SHIPS FROM MULTIPLE LOCATIONS. book.
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Condition: As New. Unread book in perfect condition.
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Science Teachers Knowledge Development
Seller: GreatBookPricesUK, Woodford Green, United Kingdom
Seller rating 5 out of 5 stars
£ 159.92
£ 15 shipping
Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketCondition: As New. Unread book in perfect condition.
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Towards a Competence-Based View on Models and Modeling in Science Education (Hardcover)
Book 12 of 12: Models and Modeling in Science EducationLanguage: English
Published by Springer Nature Switzerland AG, Cham, 2020
ISBN 10: 3030302547 ISBN 13: 9783030302542
Hardcover. Condition: new. Hardcover. The book takes a closer look at the theoretical and empirical basis for a competence-based view of models and modeling in science learning and science education research. Current thinking about models and modeling is reflected. The focus lies on the development of modeling competence in science education, and on philosophical aspects, including perspectives on nature of science. The book explores, interprets, and discusses models and modeling from the perspective of different theoretical frameworks and empirical results. The extent to which these frameworks can be integrated into a competence-based approach for science education is discussed. In addition, the book provides practical guidance by outlining evidence-based approaches to diagnosing and promoting modeling competence. The aim is to convey a strong understanding of models and modeling for professions such as teacher educators, science education researchers, teachers, and scientists. Different methods for the diagnosis and assessment of modeling competence are presented and discussed with regard to their potential and limitations. The book provides evidence-based ideas about how teachers can be supported in teaching with models and modeling implementing a competence-based approach and, thus, how students can develop their modeling competence. Based on the findings, research challenges for the future are identified. The book takes a closer look at the theoretical and empirical basis for a competence-based view of models and modeling in science learning and science education research. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
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Taschenbuch. Condition: Neu. Towards a Competence-Based View on Models and Modeling in Science Education | Annette Upmeier Zu Belzen (u. a.) | Taschenbuch | xi | Englisch | 2021 | Springer | EAN 9783030302573 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.
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Chemical Education: Towards Research-based Practice (Contemporary Trends and Issues in Science Education, 17)
Book 6 of 40: Contemporary Trends and Issues in Science EducationSeller: Ria Christie Collections, Uxbridge, United Kingdom
Seller rating 5 out of 5 stars
£ 189.04
£ 11.98 shipping
Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketCondition: New. In.
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Chemical Education : Towards Research-Based Practice
Book 6 of 40: Contemporary Trends and Issues in Science EducationSeller: GreatBookPricesUK, Woodford Green, United Kingdom
Seller rating 5 out of 5 stars
£ 189.03
£ 15 shipping
Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketCondition: New.
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Science Teachers\ Knowledge Development
First Edition
Hardcover. Condition: New. KlappentextJan van Driel presents an overview of his research on the professional knowledge that science teachers develop and enact in their teaching to promote student understanding and engagement in science.
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Condition: New. pp. XI, 321 42 illus., 10 illus. in color. 1 Edition NO-PA16APR2015-KAP.
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Condition: New. 1st ed. 2019 edition NO-PA16APR2015-KAP.
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Towards a Competence-Based View on Models and Modeling in Science Education
Book 12 of 12: Models and Modeling in Science EducationLanguage: English
Published by Springer International Publishing, Springer Nature Switzerland, 2020
ISBN 10: 3030302547 ISBN 13: 9783030302542
Buch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - The book takes a closer look at the theoretical and empirical basis for a competence-based view of models and modeling in science learning and science education research. Current thinking about models and modeling is reflected. The focus lies on the development of modeling competence in science education, and on philosophical aspects, including perspectives on nature of science. The book explores, interprets, and discusses models and modeling from the perspective of different theoretical frameworks and empirical results. The extent to which these frameworks can be integrated into a competence-based approach for science education is discussed. In addition, the book provides practical guidance by outlining evidence-based approaches to diagnosing and promoting modeling competence. The aim is to convey a strong understanding of models and modeling for professions such as teacher educators, science education researchers, teachers, and scientists. Different methods for the diagnosis and assessment of modeling competence are presented and discussed with regard to their potential and limitations. The book provides evidence-based ideas about how teachers can be supported in teaching with models and modeling implementing a competence-based approach and, thus, how students can develop their modeling competence. Based on the findings, research challenges for the future are identified.
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Towards a Competence-Based View on Models and Modeling in Science Education
Book 12 of 12: Models and Modeling in Science EducationLanguage: English
Published by Springer International Publishing, Springer Nature Switzerland, 2021
ISBN 10: 3030302571 ISBN 13: 9783030302573
Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - The book takes a closer look at the theoretical and empirical basis for a competence-based view of models and modeling in science learning and science education research. Current thinking about models and modeling is reflected. The focus lies on the development of modeling competence in science education, and on philosophical aspects, including perspectives on nature of science. The book explores, interprets, and discusses models and modeling from the perspective of different theoretical frameworks and empirical results. The extent to which these frameworks can be integrated into a competence-based approach for science education is discussed. In addition, the book provides practical guidance by outlining evidence-based approaches to diagnosing and promoting modeling competence. The aim is to convey a strong understanding of models and modeling for professions such as teacher educators, science education researchers, teachers, and scientists. Different methods for the diagnosis and assessment of modeling competence are presented and discussed with regard to their potential and limitations. The book provides evidence-based ideas about how teachers can be supported in teaching with models and modeling implementing a competence-based approach and, thus, how students can develop their modeling competence. Based on the findings, research challenges for the future are identified.
