| Record ID | marc_loc_updates/v38.i09.records.utf8:19830194:1785 |
| Source | Library of Congress |
| Download Link | /show-records/marc_loc_updates/v38.i09.records.utf8:19830194:1785?format=raw |
LEADER: 01785nam a22002778a 4500
001 2010006479
003 DLC
005 20100226114939.0
008 100226s2010 nyu b 001 0 eng
010 $a 2010006479
020 $a9780415882378 (hardback)
020 $a0415882370 (hardback)
020 $a9780415882385 (pbk.)
020 $a0415882389 (pbk.)
040 $aDLC$cDLC
050 00 $aQ181$b.N78 2010
082 00 $a507.1$222
100 1 $aNiaz, Mansoor.
245 10 $aInnovating science teacher education :$ba history and philosophy of science perspective /$cMansoor Niaz.
260 $aNew York :$bRoutledge,$c2010.
263 $a1010
300 $ap. cm.
504 $aIncludes bibliographical references and index.
505 0 $aIntroduction -- The role of presuppositions, contradictions, controversies, and speculations versus Kuhn's normal science -- A rationale for mixed methods (integrative) research programs in education -- Exploring alternative approaches to methodology in educational research -- Can findings of qualitative research in education be generalized? -- Qualitative methodology and its pitfalls in educational research -- Did Columbus hypothesize or predict? : facilitating teachers' understanding of hypotheses and predictions -- Facilitating teachers' understanding of alternative interpretations of conceptual change -- Progressive transitions in teachers' understanding of nature of science based on historical controversies -- What 'ideas-about-science' should be taught in school science? -- Whither constructivism? : understanding tentative nature of scientific knowledge -- Conclusion: methodologists need to catch up with practicing researchers.
650 0 $aScience$xStudy and teaching$xMethodology.
650 0 $aScience teachers$xTraining of.