| Record ID | marc_loc_updates/v35.i13.records.utf8:8817365:1425 |
| Source | Library of Congress |
| Download Link | /show-records/marc_loc_updates/v35.i13.records.utf8:8817365:1425?format=raw |
LEADER: 01425cam a22002658a 4500
001 2006039678
003 DLC
005 20070320134701.0
008 061128s2007 nju 000 0 eng
010 $a 2006039678
020 $a9780132410366
040 $aDLC$cDLC$dDLC
050 00 $aQD40$b.B665 2007
082 00 $a540.71$222
100 1 $aBodner, George M.
245 10 $aTheoretical frameworks for research in chemistry/science education /$cGeorge M. Bodner, MaryKay Orgill.
260 $aUpper Saddle River, NJ :$bPrentice Hall,$cc2007.
263 $a0702
300 $ap. cm.
490 0 $aPrentice hall series in educational innovation
505 0 $aThe role of theoretical frameworks in chemistry -- Education research -- Constructivism and social constructivism -- Symbolic interactionism -- Models and modeling -- Pedagogical content knowledge -- Hermeneutics and the meaning of understanding -- Phenomenology -- Phenomenography -- Action research as a framework for science education research ethnography and ethnomethodology -- Situated cognition -- Communities of practice -- Telling the whole story via narrative analysis -- Critical theory -- Feminism -- The afrocentric framework.
650 0 $aChemistry$xStudy and teaching$xResearch
650 0 $aScience$xStudy and teaching$xResearch.
700 1 $aOrgill, MaryKay,$d1974-
856 41 $3Table of contents only$uhttp://www.loc.gov/catdir/toc/ecip076/2006039678.html