The art of teaching science inquiry and innovation in middle school and high school
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| Format: | Buch |
| Sprache: | English |
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New York, NY
Routledge
2008
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| 100 | 1 | |a Hassard, Jack |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a The art of teaching science |b inquiry and innovation in middle school and high school |c Jack Hassard and Michael Dias |
| 250 | |a 2. ed. | ||
| 264 | 1 | |a New York, NY |b Routledge |c 2008 | |
| 300 | |a XVI, 559 S. | ||
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| 338 | |b nc |2 rdacarrier | ||
| 650 | 4 | |a Naturwissenschaft | |
| 650 | 4 | |a Science teachers |x Training of |x Handbooks, manuals, etc | |
| 650 | 4 | |a Science |x Study and teaching (Secondary) |x Handbooks, manuals, etc | |
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| 700 | 1 | |a Dias, Michel |e Sonstige |4 oth | |
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| 856 | 4 | 2 | |m Digitalisierung UB Regensburg |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016677032&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
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Datensatz im Suchindex
| _version_ | 1804137927126548480 |
|---|---|
| adam_text | CONTENTS
Preface
xiii
Introduction
1
PART
1:
THE ART OF TEACHING SCIENCE
7
Chapter
1
The Art of Teaching Science: A Reconnaissance
9
Case to Consider^ First Year Teacher s Dilemma
9
How to Read This Chapter
10
SECTION I: A RECONNAISSANCE
11
Invitations to Inquiry
11
The Artistry of Teaching
11
Core Ideas of Science Teaching
12
Inquiry Activity
1.1:
Exploring Your Initial Ideas About Science Teaching
14
Science TeachingtYour Career Choice
15
Learning to Teach from Experience and Reflection
17
Inquiry Activity
1.2:
Microteach: Reflective Teaching
18
Wisdom-of-Practice
20
On the Nature of Science Teaching
21
On the Nature of Science
23
Inquiry Activity
1.3:
Surveying Students Views of Science
31
Inquiry and Science Teaching
34
Life Beyond Inquiry
39
The Scientist and the Student-.Two Cultures?
40
The Students We Teach: Who Are They?
46
The Effective Science Teacher: Who Are You?
46
SECTION II: SCIENCE TEACHER GAZETTE
48
Volume
1.
The Art of Teaching Science: A Reconnaissance
48
Chapter
2
Science for All
50
Case to Consider:All Can Learn, But Will They? SO
How to Read This Chapter
52
SECTION I: SCIENCE FOR ALL
52
Invitations to Inquiry
52
Global Thinking
52
Inquiry Activity
2.1:
Exploring Global Thinking
59
viii CONTENTS
The Multicultural Perspective
60
Inquiry Activity
2.2:
Investigating Images Portrayed in Science Teaching
Materials
71
Gender Issues
72
Inquiry Activity 2.3:TransformingYour Practice as a Science Teacher
79
Science
f
or All Exceptional Students
80
SECTION II: SCIENCE TEACHER GAZETTE
88
Volume
2.
Science for AH
88
Chapter
3
Facilitating Learning in the Science Classroom
93
Case to Consider: Participating in Class
93
How to Read This Chapter
95
SECTION I: FACILITATING LEARNING IN THE CLASSROOM
96
Invitations to Inquiry
96
Facilitation and Leadership in the Science Classroom
96
Inquiry Activity
3.
l:The Effective Leader Project
96
The
Facultative
Science Teacher
98
Inquiry Activity
3.2:
Windows into Science Classrooms
113
Effective Teaching for the Beginning qftheYear
114
Inquiry Activity
3.3:
Classroom Management and Lab Safety Plan
118
Inquiry Activity
3.4:
Planning for
3
Weeks
124
Science Teaching Materials and Facilities
125
SECTION II: SCIENCE TEACHING GAZETTE
128
Volume
3.
Facilitating Learning in the Science Classroom
128
PART
2:
THE GOALS AND CURRICULUM OF SCHOOL SCIENCE
133
Chapter
4
On the History of Science Education
135
Case to Consider: Fallacies as Norms
135
How to Read This Chapter
136
SECTION I: GOALS AND PHILOSOPHY OF SCIENCE
137
Invitations to Inquiry
137
The Goal of Science Education: Scientific Literacy for All Students
137
Inquiry Activity
4.
l:Tlie Goals of the Science Curriculum
142
Inquiry Activity
4.2:
Icons of Science Education
—
How DoTheyTell the
Story of Science Education?
145
Science Education: An Historical Perspective
146
An Inquiry into the Historical Nature of Science Education
146
Inquiry Activity
4.3:
How Were Course Improvement Projects of the
1960s
Different from the Reform Projects of the
1990s? 164
SECTION II: SCIENCE TEACHING GAZETTE
168
Volume
4.
On the History of Science Teaching
168
Chapter
5
Science in the School Curriculum
171
Case to Consider: Curriculum Map Conundrum
171
SECTION I: THE SCIENCE CURRICULUM
172
How to Read This Chapter
172
Invitations to Inquiry
172
The Curriculum: What Is It?
173
CONTENTS ix
Waves of Curriculum Reform
173
The Science Standards and the School Science Curriculum
174
The Middle School Science Curriculum
176
The High School Science Curriculum
185
Inquiry Activity
5.1:
Science Curriculum Patterns, District-to-District
or Country-to-Country
188
Inquiry Activity
5.2:
Exploring Science Curriculum Materials
195
Science Curriculum: A Global Perspective
201
SECTION II: SCIENCE TEACHING GAZETTE
216
Volume
5.
The Science Curriculum
216
Chapter
6
Science, Technology, and Society
(STS)
in the Science
Classroom
220
Case to Consider: A Student-Centered Project
220
How to Read This Chapter
222
SECTION I: STS IN THE SCIENCE CLASSROOM
222
Invitations to Inquiry
222
The Nature of STS
222
Inquiry Activity
6.1:
Getting Involved in STS, Humanistic, and
Context-Based Science
231
Strategies for Teaching STS in the Classroom
232
Inquiry Activity
6.2:
STS Issues in Science Textbooks
241
STS Themes and How to Teach Them
244
Inquiry Activity
6.3:
STS Module Design
246
STS Curriculum Examples
247
Inquiry Activity
6.4:
Evaluating an STS Module or Project
252
SECTION II: SCIENCE TEACHING GAZETTE
253
Volume
6.
Science, Technology, and Society in the Science Classroom
253
PART
3:
CONNECTING THEORY AND PRACTICE IN
SCIENCE TEACHING
257
Chapter
7
How Adolescents Learn Science
259
Case to Consider^ New Approach to Learning
259
How to ReadThis Chapter
260
SECTION I: HOW ADOLESCENTS LEARN SCIENCE
261
Invitations to Inquiry
261
Inquiry Activity
7.1:
How Do Adolescents Learn Science?
261
Learners, Schooling, and Education
262
Theories of How Students Learn
265
John
Dewey
and the Experience of Learning
269
Inquiry Activity
7.2:
Concepts vs. Big Ideas
—
A Deweyan Experience
272
Jerome Bruner and the Process of Science Education
276
Jean Piaget
and the Oevelopment of Knowledge
279
Ernst
von Glasersfeld
and Radical Constructivism
283
Lev Vygotsky and
Sociocultural
Perspectives on Learning
289
Inquiry Activity
7.3:
Meeting of the Minds
295
Student Learning Styles: Implications
f
or Teaching
296
Inquiry Activity
7.4:
Ideas about Student Learning Styles
296
χ
CONTENTS
SECTION
II:
SCIENCE
TEACHER
GAZETTE
306
Volume
7.
How Adolescents Learn
Science
306
Chapter
8
Models of
Science
Teaching
309
Case to Consider: Oescentfrom Innocence
309
How to ReadThis Chapter
311
SECTION I: MODELS OF SCIENCE TEACHING
311
Invitations to Inquiry
311
Models of Teaching: How Can They Be of Help to the Science Teacher?
312
Constructivist
Model of Conceptual Change
313
Sociocultural
Models:The Role of Collaboration in Constructing
Knowledge
317
Inquiry Activity
8.1:
Oesigning Project-Based Learning Activities
328
Inquiry Teaching
331
Inquiry Activity
8.2:
Science Teaching as Inquiry
346
Direct/Interactive Teaching Model
347
SECTION II: SCIENCE TEACHING GAZETTE
355
Volume
8.
Models of Science Teaching
355
Chapter
9
Designs for Learning
362
Case to Consider: Conversation Between Two High School Students
and Their Teacher
362
How to Read This Chapter
364
SECTION I: DESIGNS FOR LEARNING
365
Invitations to Inquiry
365
Pedagogical Content Knowledge
365
Inquiry Activity
9.1:
On the Nature of Science
PCK
368
The Design Process
369
Inquiry
9.2:
A Window into a High School Science Teacher s Approach
to Lesson Planning
371
Designing a Mini-Unit
372
Designing a Science Course of Study
392
Inquiry Activity
9.3:
Designing a Course of Study
—
The Course Syllabus
395
SECTION II: SCIENCE TEACHER GAZETTE
396
Volume
9.
Designs for Learning
396
PART
4:
STRATEGIES OF SCIENCE TEACHING
401
Chapter
10
Assessing Active Science Learning
403
Caseto
Consider:Mrs. Cronin sWhirlybirdProject:Assessment
in Action?
403
How to Read This Chapter
405
SECTION I: ASSESSING ACTIVE LEARNING
405
Invitations to Inquiry
405
Assessing Classroom Learning
405
Inquiry Activity
10.1:
Designing an Assessment Plan
407
Assessment in the Science Classroom
408
Formative and Summative Assessments
409
Multiple Methods of Classroom Assessment
411
CONTENTS xi
Inquiry Activity
10.2:
Designing Performance Assessment Tasks
and Rubrics
422
Portfolios
424
Assessing Science Learning at the National Level
424
Assessing Science at the International Level
432
SECTION II: SCIENCE TEACHING GAZETTE
439
Volume
10.
Assessing Active Science Learning
439
Chapter
11
Strategies Fostering Thinking in the Science Classroom
444
Case to Consider: The Learning Log
444
How to Read This Chapter
445
SECTION I: THINKING IN THE SCIENCE CLASSROOM
445
Invitations to Inquiry
445
Strategies Fostering Critical and Creative Thinking
445
Interactive Teaching Strategies
446
Inquiry Activity
11.1:
Microteaching: Practicing Science Teaching Skills
455
Establishing a Culture of Learning: Language and Vygotsky
456
Strategies That Foster Independent and Collaborative Thinking
473
SECTION II: SCIENCE TEACHER GAZETTE
480
Volume
11.
Strategies Fostering Thinking in the Science Classroom
480
Chapter
12
The Internet: Learning Science with Online Resources
484
Case to Consider:
Wèb-Based
Teaching, Just Another Progressive
Education Fad?
484
How to Read This Chapter
486
SECTION I: WEB-BASED LEARNING ENVIRONMENTS
486
Invitations to Inquiry
486
Emerging Pedagogical Practices
486
Web-Based Innovations
490
Inquiry Activity
12.1:
Exploring Internet-Based Pedagogies
497
Network and Science Inquiry Projects
498
Inquiry Activity
12.2:
Network Science
—
Exploring Online Projects
499
SECTION II: SCIENCE TEACHING GAZETTE
502
Volume
12.
The Internet: Learning Science with Online Resources
502
Appendix A: Science Curriculum Developers
506
Appendix B: Professional Societies and Organizations
507
Appendix C: Science Equipment and Computer Software
Suppliers
509
Appendix D: Science Teacher Talk Questionnaire
510
Notes
512
Index
545
|
| adam_txt |
CONTENTS
Preface
xiii
Introduction
1
PART
1:
THE ART OF TEACHING SCIENCE
7
Chapter
1
The Art of Teaching Science: A Reconnaissance
9
Case to Consider^ First Year Teacher's Dilemma
9
How to Read This Chapter
10
SECTION I: A RECONNAISSANCE
11
Invitations to Inquiry
11
The Artistry of Teaching
11
Core Ideas of Science Teaching
12
Inquiry Activity
1.1:
Exploring Your Initial Ideas About Science Teaching
14
Science TeachingtYour Career Choice
15
Learning to Teach from Experience and Reflection
17
Inquiry Activity
1.2:
Microteach: Reflective Teaching
18
Wisdom-of-Practice
20
On the Nature of Science Teaching
21
On the Nature of Science
23
Inquiry Activity
1.3:
Surveying Students' Views of Science
31
Inquiry and Science Teaching
34
Life Beyond Inquiry
39
The Scientist and the Student-.Two Cultures?
40
The Students We Teach: Who Are They?
46
The Effective Science Teacher: Who Are You?
46
SECTION II: SCIENCE TEACHER GAZETTE
48
Volume
1.
The Art of Teaching Science: A Reconnaissance
48
Chapter
2
Science for All
50
Case to Consider:All Can Learn, But Will They? SO
How to Read This Chapter
52
SECTION I: SCIENCE FOR ALL
52
Invitations to Inquiry
52
Global Thinking
52
Inquiry Activity
2.1:
Exploring Global Thinking
59
viii CONTENTS
The Multicultural Perspective
60
Inquiry Activity
2.2:
Investigating Images Portrayed in Science Teaching
Materials
71
Gender Issues
72
Inquiry Activity 2.3:TransformingYour Practice as a Science Teacher
79
Science
f
or All Exceptional Students
80
SECTION II: SCIENCE TEACHER GAZETTE
88
Volume
2.
Science for AH
88
Chapter
3
Facilitating Learning in the Science Classroom
93
Case to Consider: Participating in Class
93
How to Read This Chapter
95
SECTION I: FACILITATING LEARNING IN THE CLASSROOM
96
Invitations to Inquiry
96
Facilitation and Leadership in the Science Classroom
96
Inquiry Activity
3.
l:The Effective Leader Project
96
The
Facultative
Science Teacher
98
Inquiry Activity
3.2:
Windows into Science Classrooms
113
Effective Teaching for the Beginning qftheYear
114
Inquiry Activity
3.3:
Classroom Management and Lab Safety Plan
118
Inquiry Activity
3.4:
Planning for
3
Weeks
124
Science Teaching Materials and Facilities
125
SECTION II: SCIENCE TEACHING GAZETTE
128
Volume
3.
Facilitating Learning in the Science Classroom
128
PART
2:
THE GOALS AND CURRICULUM OF SCHOOL SCIENCE
133
Chapter
4
On the History of Science Education
135
Case to Consider: Fallacies as Norms
135
How to Read This Chapter
136
SECTION I: GOALS AND PHILOSOPHY OF SCIENCE
137
Invitations to Inquiry
137
The Goal of Science Education: Scientific Literacy for All Students
137
Inquiry Activity
4.
l:Tlie Goals of the Science Curriculum
142
Inquiry Activity
4.2:
Icons of Science Education
—
How DoTheyTell the
Story of Science Education?
145
Science Education: An Historical Perspective
146
An Inquiry into the Historical Nature of Science Education
146
Inquiry Activity
4.3:
How Were Course Improvement Projects of the
1960s
Different from the Reform Projects of the
1990s? 164
SECTION II: SCIENCE TEACHING GAZETTE
168
Volume
4.
On the History of Science Teaching
168
Chapter
5
Science in the School Curriculum
171
Case to Consider: Curriculum Map Conundrum
171
SECTION I: THE SCIENCE CURRICULUM
172
How to Read This Chapter
172
Invitations to Inquiry
172
The Curriculum: What Is It?
173
CONTENTS ix
Waves of Curriculum Reform
173
The Science Standards and the School Science Curriculum
174
The Middle School Science Curriculum
176
The High School Science Curriculum
185
Inquiry Activity
5.1:
Science Curriculum Patterns, District-to-District
or Country-to-Country
188
Inquiry Activity
5.2:
Exploring Science Curriculum Materials
195
Science Curriculum: A Global Perspective
201
SECTION II: SCIENCE TEACHING GAZETTE
216
Volume
5.
The Science Curriculum
216
Chapter
6
Science, Technology, and Society
(STS)
in the Science
Classroom
220
Case to Consider: A Student-Centered Project
220
How to Read This Chapter
222
SECTION I: STS IN THE SCIENCE CLASSROOM
222
Invitations to Inquiry
222
The Nature of STS
222
Inquiry Activity
6.1:
Getting Involved in STS, Humanistic, and
Context-Based Science
231
Strategies for Teaching STS in the Classroom
232
Inquiry Activity
6.2:
STS Issues in Science Textbooks
241
STS Themes and How to Teach Them
244
Inquiry Activity
6.3:
STS Module Design
246
STS Curriculum Examples
247
Inquiry Activity
6.4:
Evaluating an STS Module or Project
252
SECTION II: SCIENCE TEACHING GAZETTE
253
Volume
6.
Science, Technology, and Society in the Science Classroom
253
PART
3:
CONNECTING THEORY AND PRACTICE IN
SCIENCE TEACHING
257
Chapter
7
How Adolescents Learn Science
259
Case to Consider^ New Approach to Learning
259
How to ReadThis Chapter
260
SECTION I: HOW ADOLESCENTS LEARN SCIENCE
261
Invitations to Inquiry
261
Inquiry Activity
7.1:
How Do Adolescents Learn Science?
261
Learners, Schooling, and Education
262
Theories of How Students Learn
265
John
Dewey
and the Experience of Learning
269
Inquiry Activity
7.2:
Concepts vs. Big Ideas
—
A Deweyan Experience
272
Jerome Bruner and the Process of Science Education
276
Jean Piaget
and the Oevelopment of Knowledge
279
Ernst
von Glasersfeld
and Radical Constructivism
283
Lev Vygotsky and
Sociocultural
Perspectives on Learning
289
Inquiry Activity
7.3:
Meeting of the Minds
295
Student Learning Styles: Implications
f
or Teaching
296
Inquiry Activity
7.4:
Ideas about Student Learning Styles
296
χ
CONTENTS
SECTION
II:
SCIENCE
TEACHER
GAZETTE
306
Volume
7.
How Adolescents Learn
Science
306
Chapter
8
Models of
Science
Teaching
309
Case to Consider: Oescentfrom Innocence
309
How to ReadThis Chapter
311
SECTION I: MODELS OF SCIENCE TEACHING
311
Invitations to Inquiry
311
Models of Teaching: How Can They Be of Help to the Science Teacher?
312
Constructivist
Model of Conceptual Change
313
Sociocultural
Models:The Role of Collaboration in Constructing
Knowledge
317
Inquiry Activity
8.1:
Oesigning Project-Based Learning Activities
328
Inquiry Teaching
331
Inquiry Activity
8.2:
Science Teaching as Inquiry
346
Direct/Interactive Teaching Model
347
SECTION II: SCIENCE TEACHING GAZETTE
355
Volume
8.
Models of Science Teaching
355
Chapter
9
Designs for Learning
362
Case to Consider: Conversation Between Two High School Students
and Their Teacher
362
How to Read This Chapter
364
SECTION I: DESIGNS FOR LEARNING
365
Invitations to Inquiry
365
Pedagogical Content Knowledge
365
Inquiry Activity
9.1:
On the Nature of Science
PCK
368
The Design Process
369
Inquiry
9.2:
A Window into a High School Science Teacher's Approach
to Lesson Planning
371
Designing a Mini-Unit
372
Designing a Science Course of Study
392
Inquiry Activity
9.3:
Designing a Course of Study
—
The Course Syllabus
395
SECTION II: SCIENCE TEACHER GAZETTE
396
Volume
9.
Designs for Learning
396
PART
4:
STRATEGIES OF SCIENCE TEACHING
401
Chapter
10
Assessing Active Science Learning
403
Caseto
Consider:Mrs. Cronin'sWhirlybirdProject:Assessment
in Action?
403
How to Read This Chapter
405
SECTION I: ASSESSING ACTIVE LEARNING
405
Invitations to Inquiry
405
Assessing Classroom Learning
405
Inquiry Activity
10.1:
Designing an Assessment Plan
407
Assessment in the Science Classroom
408
Formative and Summative Assessments
409
Multiple Methods of Classroom Assessment
411
CONTENTS xi
Inquiry Activity
10.2:
Designing Performance Assessment Tasks
and Rubrics
422
Portfolios
424
Assessing Science Learning at the National Level
424
Assessing Science at the International Level
432
SECTION II: SCIENCE TEACHING GAZETTE
439
Volume
10.
Assessing Active Science Learning
439
Chapter
11
Strategies Fostering Thinking in the Science Classroom
444
Case to Consider: The Learning Log
444
How to Read This Chapter
445
SECTION I: THINKING IN THE SCIENCE CLASSROOM
445
Invitations to Inquiry
445
Strategies Fostering Critical and Creative Thinking
445
Interactive Teaching Strategies
446
Inquiry Activity
11.1:
Microteaching: Practicing Science Teaching Skills
455
Establishing a Culture of Learning: Language and Vygotsky
456
Strategies That Foster Independent and Collaborative Thinking
473
SECTION II: SCIENCE TEACHER GAZETTE
480
Volume
11.
Strategies Fostering Thinking in the Science Classroom
480
Chapter
12
The Internet: Learning Science with Online Resources
484
Case to Consider:
Wèb-Based
Teaching, Just Another Progressive
Education Fad?
484
How to Read This Chapter
486
SECTION I: WEB-BASED LEARNING ENVIRONMENTS
486
Invitations to Inquiry
486
Emerging Pedagogical Practices
486
Web-Based Innovations
490
Inquiry Activity
12.1:
Exploring Internet-Based Pedagogies
497
Network and Science Inquiry Projects
498
Inquiry Activity
12.2:
Network Science
—
Exploring Online Projects
499
SECTION II: SCIENCE TEACHING GAZETTE
502
Volume
12.
The Internet: Learning Science with Online Resources
502
Appendix A: Science Curriculum Developers
506
Appendix B: Professional Societies and Organizations
507
Appendix C: Science Equipment and Computer Software
Suppliers
509
Appendix D: Science Teacher Talk Questionnaire
510
Notes
512
Index
545 |
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| author | Hassard, Jack |
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| ctrlnum | (OCoLC)634759618 (DE-599)BVBBV035007735 |
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| dewey-hundreds | 500 - Natural sciences and mathematics |
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| edition | 2. ed. |
| format | Book |
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| geographic | USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV035007735 |
| illustrated | Not Illustrated |
| index_date | 2024-07-02T21:42:49Z |
| indexdate | 2024-07-09T21:20:04Z |
| institution | BVB |
| isbn | 9780415996129 9780415965286 9780203892961 |
| language | English |
| lccn | 2008011236 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016677032 |
| oclc_num | 634759618 |
| open_access_boolean | |
| owner | DE-355 DE-BY-UBR |
| owner_facet | DE-355 DE-BY-UBR |
| physical | XVI, 559 S. |
| publishDate | 2008 |
| publishDateSearch | 2008 |
| publishDateSort | 2008 |
| publisher | Routledge |
| record_format | marc |
| spelling | Hassard, Jack Verfasser aut The art of teaching science inquiry and innovation in middle school and high school Jack Hassard and Michael Dias 2. ed. New York, NY Routledge 2008 XVI, 559 S. txt rdacontent n rdamedia nc rdacarrier Naturwissenschaft Science teachers Training of Handbooks, manuals, etc Science Study and teaching (Secondary) Handbooks, manuals, etc Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Naturwissenschaftlicher Unterricht (DE-588)4041425-5 s b DE-604 Dias, Michel Sonstige oth http://www.loc.gov/catdir/enhancements/fy0827/2008011236-d.html Publisher description Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016677032&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Hassard, Jack The art of teaching science inquiry and innovation in middle school and high school Naturwissenschaft Science teachers Training of Handbooks, manuals, etc Science Study and teaching (Secondary) Handbooks, manuals, etc Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd |
| subject_GND | (DE-588)4041425-5 (DE-588)4078704-7 |
| title | The art of teaching science inquiry and innovation in middle school and high school |
| title_auth | The art of teaching science inquiry and innovation in middle school and high school |
| title_exact_search | The art of teaching science inquiry and innovation in middle school and high school |
| title_exact_search_txtP | The art of teaching science inquiry and innovation in middle school and high school |
| title_full | The art of teaching science inquiry and innovation in middle school and high school Jack Hassard and Michael Dias |
| title_fullStr | The art of teaching science inquiry and innovation in middle school and high school Jack Hassard and Michael Dias |
| title_full_unstemmed | The art of teaching science inquiry and innovation in middle school and high school Jack Hassard and Michael Dias |
| title_short | The art of teaching science |
| title_sort | the art of teaching science inquiry and innovation in middle school and high school |
| title_sub | inquiry and innovation in middle school and high school |
| topic | Naturwissenschaft Science teachers Training of Handbooks, manuals, etc Science Study and teaching (Secondary) Handbooks, manuals, etc Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd |
| topic_facet | Naturwissenschaft Science teachers Training of Handbooks, manuals, etc Science Study and teaching (Secondary) Handbooks, manuals, etc Naturwissenschaftlicher Unterricht USA |
| url | http://www.loc.gov/catdir/enhancements/fy0827/2008011236-d.html http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016677032&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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