Biology education, like science education in general, is in the midst of a revolution that is worldwide in scope. The changes in the ways science education researchers think about learning and understanding represent a major paradigm shift. In this book, international leaders in the field of biology education research give summaries of problems and solutions in biology learning and teaching at various grade levels. Based on a NATO workshop in the Special Programme on Advanced Educational Technology, it provides practical information for teachers, especially in using new interactive, constructivist teaching methods. For science education researchers, it offers a concise summary of a number of research issues in biology education.
Reihe
Auflage
Softcover reprint of the original 1st ed. 1996
Sprache
Verlagsort
Verlagsgruppe
Zielgruppe
Für Beruf und Forschung
Research
Illustrationen
Maße
Höhe: 235 mm
Breite: 155 mm
Dicke: 15 mm
Gewicht
ISBN-13
978-3-642-64670-6 (9783642646706)
DOI
10.1007/978-3-642-61047-9
Schweitzer Klassifikation
1. The Nature of Knowledge in Biology and Its Implications for Teaching and Learning.- 2. The Graphic Representation of Biological Knowledge: Integrating Words and Images.- 3. Components of Comprehension Monitoring in the Acquisition of Knowledge from Science Texts.- 4. Constructive Learning from Texts in Biology.- 5. Darwinian and Lamarckian Models Used by Students and Their Representation.- 6. Food Relations of Living Organisms as a Basis for the Development of a Teaching Strategy Directed to Conceptual Change.- 7. Cognitive Strategies in Biological Thinking.- 8. Organizing the Concept of Organism at the Elementary School Level: A Case Study.- 9. Working with Personal Knowledge in Biology Classrooms on the Theme of Regulation and Homeostasis in Living Systems.- 10. Generating Connections and Learning in Biology.- 11. A Folding Model of Concept Genesis and Its Application to Teaching Biology.- 12. Biological Interrelationships and Water.- 13. The Information in Relations in Biology, or The Unexamined Relation Is Not Worth Having.- 14. Eliciting and Representing Biology Knowledge with Conceptual Graph Structures.- 15. Biological Models: Some Significant Features.- 16. Retrospective Casual Reasoning (RCR) in Biology.
