Download e-book for iPad: Approaches and Strategies in Next Generation Science by Myint Swe Khine, Issa M. Saleh

By Myint Swe Khine, Issa M. Saleh

ISBN-10: 146662809X

ISBN-13: 9781466628090

Approaches and methods in subsequent iteration technological know-how Learning examines the demanding situations fascinated about the advance of recent curriculum versions, instructing ideas, and exams in technology schooling to be able to arrange destiny scholars within the twenty first century economies. This complete selection of learn brings jointly technology educators, researchers and directors attracted to improving the educating and studying of subsequent iteration science.

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Educational Psychologist, 21, 434–454. , & Golan, S. (1991). Motivational influences on cognition: Task involvement, ego involvement, and depth of processing. Journal of Educational Psychology, 83, 187–194. , & Phillipson-Mower, T. (2006). Integrating nature of science instruction into a physical science content course for preservice elementary teachers: NOS views of teaching assistants. Science Education, 90, 912–935. 20149 Duschl, R. A. (1990). Restructuring science education. New York, NY: Teachers College Press.

Self-efficacy is a key for developing a more sophisticated NOS understanding, as it is well known that NOS must be addressed iteratively over time and in many contexts. Another influential source of self-efficacy is modeling, where learners learn by watching a proficient mentor complete the task, and coping models have been shown to be more helpful in raising confidence than mastery models (Schunk, 1987; Schunk & Hanson, 1988). Coping models are mentors who struggle to solve the problem, 12 and mastery models are those who treat mistakes as though they did not occur.

1991). A motivational approach to self: Integration in personality. In R. ), Nebraska Symposium on Motivation: Perspectives on Motivation, (pp. 237-288). Lincoln, NE: University of Nebraska Press. Duschl, R. A. (1988). Abandoning the scientistic legacy of science education. Science Education, 72, 51–62. , & Pintrich, P. R. (1994). Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies. In Schunk, D. , & Zimmerman, B. J. ), Self-Regulation of Learning and Performance: Issues and Educational Application (pp.

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Approaches and Strategies in Next Generation Science Learning by Myint Swe Khine, Issa M. Saleh

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