The Student laboratory and the science curriculum
- edited by Elizabeth Hegarty-Hazel.
- London ; New York : Routledge, 1990.
- Physical description
- xvii, 404 p. ; 22 cm.
- Curriculum policy and research series
- Hegarty-Hazel, Elizabeth.
- Part 1 1. The Student Laboratory and the Science Curriculum: An Overview Elizabeth Hegarty-Hazel 2. The Student Laboratory and the Science Curriculum: A Model Elizabeth Hegarty-Hazel Part 2 1. Student Laboratory Practice and the History and Philosophy of Science David Layton 2. The Interplay of Theory and Methodology Joseph D. Novak Part 3 1. Learning Technical Skills in the Student Laboratory Elizabeth Hegarty-Hazel 2. Learning Scientific Enquiry in the Student Laboratory Leo E. Klopfer 3. Learning Scientific Knowledge in the Student Laboratory Elaine P. Atkinson 4. Labwork and the Students' Attitudes Paul Gardner and Colin Gauld Part 4 1. Promoting Conceptual Change in the Laboratory Richard F. Gunstone and Audrey B. Champagne 2. Metacognition, Purposeful Enquiry and Conceptual Change John R. Baird 3. Teacher Conceptions of their Subject and Laboratory Work in Science John K. Olson Part 5 1. School Laboratory Work: Some Issues of Policy John Ainley 2. Evaluation of Student Laboratory Work and its Role in Developing Policy Pinchas Tamir 3. Developing and Improving the Role of Computers in Student Laboratories Michael T. Prosser and Pinchas Tamir 4. Practical Work and the Laboratory in Science for All Peter J. Fensham Part 6 1. Role of Laboratory Work in a National Junior Secondary Science Project: Australian Science Education Project (ASEP) John Edwards 2. Life in Science Laboratory Classrooms at Secondary Level Yael Friedler and Pinchas Tamir 3. Life in Science Laboratory Classrooms at Tertiary Level Elizabeth Hegarty-Hazel 4. Students' Reactions to Undergraduate Science Laboratory and Project Work Joan Bliss.
- (source: Nielsen Book Data)9780415001182 20160527
- Publisher's Summary
- Provides a valuable model of the science curriculum and student laboratory at the secondary and tertiary levels and examines the most important policy. This book should be of interest to teachers, curriculum developers, educational researchers and higher degree students.
(source: Nielsen Book Data)9780415001182 20160527
- Publication date
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