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Reforming Science Education: Social Perspectives and Personal Reflections (Ways of Knowing in Science Series, 1) Rodger W. Bybee(Author)

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Book Reforming Science Education: Social Perspectives and Personal Reflections (Ways of Knowing in Science Series, 1)

Reforming Science Education: Social Perspectives and Personal Reflections (Ways of Knowing in Science Series, 1)

Available in PDF - DJVU Format | Reforming Science Education: Social Perspectives and Personal Reflections (Ways of Knowing in Science Series, 1).pdf

 

Original name book: Reforming Science Education: Social Perspectives and Personal Reflections (Ways of Knowing in Science Series, 1)

Pages: 216

Language: English

Publisher: Teachers College Pr; 1993 edition (July 1, 1993)

By: Rodger W. Bybee(Author)

Book details


Format *An electronic version of a printed book that can be read on a computer or handheld device designed specifically for this purpose. *Report a Broken Link

PDF
Required Software Any PDF Reader, Apple Preview
Supported Devices Windows PC/PocketPC, Mac OS, Linux OS, Apple iPhone/iPod Touch.
# of Devices Unlimited
Flowing Text / Pages Pages
Printable? Yes

Category - Education & Teaching

Bestsellers rank - 7 Rating Star

In this volume of the ""Ways of Knowing in Science Series"", Rodger Bybee presents 15 years of his essays on science education, that develop several major themes: the need for the curriculum to take into account the accelerating pace of scientific research and discovery; the increasing irrelevance of the traditional boundaries among the sciences; the significant changes to civilisation brought about by scientific advancement; the growing realisation that the competitive position of any country in today's global economy rests primarily on the production and use of scientific knowledge and technologic products; and the necessity of scientific and technologic literacy for all citizens. As Bybee points out, the American educational community has not yet successfully redefined its goal to conform to new realities, a prerequisite to any meaningful transformation of the science curriculum. The book is suitable for use in graduate courses in science education, undergraduate methods courses, in-service science education teachers' courses, and for use by professors and researchers of science education, curriculum planners and school leaders.

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