Higher order thinking in science classrooms : students' learning and teachers' professional development / by Anat Zohar.
Material type:
TextSeries: Science & technology education library, v. 22Publication details: Dordrecht, The Netherlands ; Boston : Kluwer Academic, ©2004.Description: xvi, 243 pages : illustrations ; 24 cmISBN: - 1402018525
- 1402018533
- 9781402018534
- Q181 .Z8
| Cover image | Item type | Current library | Home library | Collection | Shelving location | Call number | Materials specified | Vol info | URL | Copy number | Status | Notes | Date due | Barcode | Item holds | Item hold queue priority | Course reserves | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Books
|
Methodist University Library Main General Stacks | Reference | Q181 .Z8 (Browse shelf(Opens below)) | Available | 37952 |
Browsing Methodist University Library Main shelves,Shelving location: General Stacks,Collection: Reference Close shelf browser (Hides shelf browser)
|
|
|
|
|
No cover image available |
|
||
| Q180.55.M4 B66 2008 The craft of research / | Q180.55.M4 B66 2008 The craft of research / | Q180.55.M4 G7 2007 Research methods : | Q181 .Z8 Higher order thinking in science classrooms : | Q182.3 .C63 Experimental designs / | Q182.3 .C63 Experimental designs / | Q335 .B56 Artificial intelligence and natural man / |
Includes bibliographical references and index
Ch. 1. Description of the TSC project --
Ch. 2. Pedagogical considerations in teaching a thinking strategy as an explict educational goal --
Ch. 3. "To know or not to know" --
the elusive nature of learning a thinking strategy --
Ch. 4. Teaching thinking skills and science knowledge : two competing or two complementary goals? --
Ch. 5. Assessing students' reasoning ability following the implementation of the TSC project --
Ch. 6. Teachers' thinking in previous studies --
Ch. 7. Educational context and research methodology --
Ch. 8. Two possible pedagogies for teaching higher order thinking : transmission of information versus knowledge construction --
Ch. 9. Teachers' knowledge about the treatment of students' wrong answers --
Ch. 10. Teacher's beliefs about low achieving students and higher order thinking --
Ch. 11. Teacher's metacognitive declarative knowledge and the teaching of higher order thinking --
Ch. 12. Assessing professional development following pre-service and in-service courses --
Ch. 13. What did we learn?.
There are no comments on this title.