Name: Early Science Education - Goals and Process: 5: Related Quality Criteria for Science Teaching (Scientific Studies on the Work of the "Haus der Kleinen Forscher" Foundation) (en Inglés)
Price: 176766.00 COP
Availability: InStock
ISBN: 9783847405597

portada Early Science Education - Goals and Process: 5: Related Quality Criteria for Science Teaching (Scientific Studies on the Work of the "Haus der Kleinen Forscher" Foundation) (en Inglés)

Formato

Libro Físico

Editorial

Verlag Barbara Budrich

Año

2017

Idioma

Inglés

N° páginas

267

Encuadernación

Tapa Blanda

ISBN13

9783847405597

Categorías

Atención y educación en la primera infancia
Jardín de infancia

Early Science Education - Goals and Process: 5: Related Quality Criteria for Science Teaching (Scientific Studies on the Work of the "Haus der Kleinen Forscher" Foundation) (en Inglés)

Libro Físico

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Origen: Estados Unidos (Costos de importación incluídos en el precio)

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Reseña del libro "Early Science Education - Goals and Process: 5: Related Quality Criteria for Science Teaching (Scientific Studies on the Work of the "Haus der Kleinen Forscher" Foundation) (en Inglés)"

This fifth volume in the series focuses on goals of science education at the level of the children, the early childhood professionals, and the pedagogical staff at after-school centres and primary schools, and on process-related quality criteria for science teaching at pre-primary and primary level. In their expert reports, Yvonne Anders, Ilonca Hardy, Sabina Pauen, Beate Sodian, and Mirjam Steffensky specify pedagogical content dimensions of the goals of early science education at pre-primary and primary school age. In addition to theoretically underpinning these goals, the authors present instruments for their assessment. In his expert report, Jorg Ramseger formulates ten quality criteria for science teaching. Early childhood professionals and pedagogical staff at after-school centres and primary schools can draw on these process-related criteria when planning lessons and conducting self-evaluations of science learning opportunities at pre-primary and primary level. The concluding chapter of the volume describes the implementation of these expert recommendations in the substantive offerings of, and the accompanying research on, the "Haus der kleinen Forscher" Foundation.