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Practice Perspectives Learning Practical by Mcgregor Debra (8 results)
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Practice and Perspectives: Learning in practical science: Teachers and pupils learning about working together in secondary science classrooms
Language: English
Published by VDM Verlag Dr. Müller, 2010
ISBN 10: 3639187628 ISBN 13: 9783639187625
Seller: Ria Christie Collections, Uxbridge, United Kingdom
Seller rating 5 out of 5 stars
£ 63.48
£ 11.98 shipping
Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketCondition: New. In.
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Practice and Perspectives: Learning in practical science: Teachers and pupils learning about working together in secondary science classrooms
Language: English
Published by VDM Verlag Dr. Mïż½ller 2010-08-12, 2010
ISBN 10: 3639187628 ISBN 13: 9783639187625
Paperback. Condition: New.
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Practice and Perspectives: Learning in practical science | Teachers and pupils learning about working together in secondary science classrooms
Language: English
Published by VDM Verlag Dr. Müller, 2010
ISBN 10: 3639187628 ISBN 13: 9783639187625
Taschenbuch. Condition: Neu. Practice and Perspectives: Learning in practical science | Teachers and pupils learning about working together in secondary science classrooms | Debra McGregor | Taschenbuch | Einband - flex.(Paperback) | Englisch | 2010 | VDM Verlag Dr. Müller | EAN 9783639187625 | Verantwortliche Person für die EU: OmniScriptum GmbH & Co. KG, Bahnhofstr. 28, 66111 Saarbrücken, info[at]akademikerverlag[dot]de | Anbieter: preigu.
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Practice and Perspectives: Learning in practical science: Teachers and pupils learning about working together in secondary science classrooms
Language: English
Published by VDM Verlag Dr. Müller, 2010
ISBN 10: 3639187628 ISBN 13: 9783639187625
Paperback. Condition: Like New. Like New. book.
-
Practice and Perspectives Learning in practical science Teachers and pupils learning about working together in secondary science classrooms
Language: English
Published by VDM Verlag Dr. Müller, 2010
ISBN 10: 3639187628 ISBN 13: 9783639187625
PAP. Condition: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.
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Practice and Perspectives Learning in practical science Teachers and pupils learning about working together in secondary science classrooms
Language: English
Published by VDM Verlag Dr. Müller, 2010
ISBN 10: 3639187628 ISBN 13: 9783639187625
Seller: PBShop.store UK, Fairford, GLOS, United Kingdom
Seller rating 5 out of 5 stars
£ 64.33
£ 5.02 shipping
Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketPAP. Condition: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.
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Practice and Perspectives: Learning in practical science
Language: English
Published by VDM Verlag Dr. Müller, 2010
ISBN 10: 3639187628 ISBN 13: 9783639187625
Kartoniert / Broschiert. Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: McGregor DebraDr Deb McGregor has been a science educator for over twenty years. She has worked in Schools, Colleges, Local Authorities and Universities in England and the United States. She is currently a Reader in Developing Pedago.
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Practice and Perspectives: Learning in practical science : Teachers and pupils learning about working together in secondary science classrooms
Language: English
Published by VDM Verlag Dr. Müller, 2010
ISBN 10: 3639187628 ISBN 13: 9783639187625
Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - How to teach science engagingly and effectively is high on the education and STEM (science, technology, engineering and mathematics) agenda. This book describes the thesis which set out to understand how and why teacher's pedagogy influences the nature of pupils learning together. The study examined how social interactions may benefit or impede cognitive development, and thus inform the teaching approach required in a secondary school setting, to support effective pupil learning. Teachers' and pupils' perspectives of learning in groups, to carry out practical tasks, were compared and contrasted. Peers were observed working together on tasks of similar context, but differentiated scaffolded support. Examination of their exchanges and practical resolutions suggested how varied scaffolding influences the social and cognitive processes as well as task outcomes. Experiential reflection, with teachers, through interactive INSET activities illuminated pedagogical approaches that could be used effectively in classrooms, with trios of pupils, to enhance thinking capability and enrich learning outcomes.
