How to Allocate the Chemistry Curriculum Between Science and Society
暂无分享,去创建一个
Avi Hofstein | Franz Rauch | Ingo Eilks | Bernd Ralle | Avi Hofstein | I. Eilks | B. Ralle | F. Rauch
[1] J. Akker. The science curriculum: Between ideals and outcomes , 1997 .
[2] Jack Holbrook,et al. The Nature of Science Education for Enhancing Scientific Literacy , 2007 .
[3] Søren Breiting,et al. Quality criteria for ESD-Schools: guidelines to enhance the quality of education for sustainable development , 2005 .
[4] C. Goodwin,et al. Rethinking Context: Language as an Interactive Phenomenon , 1992 .
[5] Norman Reid. THE PRESENTATION OF CHEMISTRY LOGICALLY DRIVEN OR APPLICATIONS-LED? , 2000 .
[6] Alex H. Johnstone,et al. Chemical education research in Glasgow in perspective , 2006 .
[7] W. McComas. Benchmarks for Science Literacy , 2014 .
[8] Douglas P. Newton. Relevance and science education , 1988 .
[9] J. Wandersee,et al. The History of Chemistry: Potential and Actual Contributions to Chemical Education , 2002 .
[10] I. Eilks,et al. Teaching the Societal Dimension of Chemistry Using a Socio-Critical and Problem-Oriented Lesson Plan Based on Bioethanol Usage , 2011 .
[11] Paul Black,et al. Changing the Subject: Innovations in Science, Maths and Technology Education , 1996 .
[12] Ingo Eilks,et al. Promoting Scientific Literacy Using a Sociocritical and Problem-Oriented Approach to Chemistry Teaching: Concept, Examples, Experiences. , 2009 .
[13] J. Gilbert. On the Nature of “Context” in Chemical Education , 2006 .
[14] Peter Nentwig,et al. “Chemie im Kontext”: A symbiotic implementation of a context‐based teaching and learning approach , 2006 .
[15] Franz Rauch,et al. Education for Sustainable Development (ESD) and chemistry education , 2012 .
[16] Peter Nentwig,et al. Chemie im Kontext: Situating Learning in Relevant Contexts while Systematically Developing Basic Chemical Concepts , 2007 .
[17] Robert E. Yager,et al. What Research Says to the Science Teacher , 1978 .
[18] J. Bruner. The Process of Education , 1960 .
[19] Bart Funnekotter. Cambridge Cambridge University , 2005 .
[20] Troy D. Sadler,et al. Socio-scientific Issues in the Classroom , 2011 .
[21] Joan Solomon,et al. STS education : international perspectives on reform , 1994 .
[22] J. Gilbert. Chemical education: towards research-based practice , 2003 .
[23] Albert Pilot,et al. The Use of “Contexts” as a Challenge for the Chemistry Curriculum: Its successes and the need for further development and understanding , 2006 .
[24] I. Eilks. TEACHING BIODIESEL: A SOCIOCRITICAL AND PROBLEMORIENTED APPROACH TO CHEMISTRY TEACHING AND STUDENTS FIRST VIEWS ON IT , 2002 .
[25] J. Keller. Motivational Design of Instruction , 1983 .
[26] Alex H. Johnstone,et al. Chemical education research: Facts, findings, and consequences , 1983 .
[27] Troy D. Sadler,et al. Informal reasoning regarding socioscientific issues: A critical review of research , 2004 .
[28] Ingo Eilks,et al. Learning chemistry and beyond with a lesson plan on potato crisps, which follows a socio-critical and problem-oriented approach to chemistry lessons – a case study , 2008 .
[29] David Waddington,et al. Making it relevant : context based learning of science , 2005 .
[30] W. Scott,et al. Key issues in sustainable development and learning: A critical review , 2014 .
[31] C. Hart. Framing curriculum discursively: Theoretical perspectives on the experience of VCE physics , 2002 .
[32] J. Shea. National Science Education Standards , 1995 .
[33] A. Truman Schwartz,et al. Contextualized Chemistry Education: The American experience , 2006 .
[34] Wolff-Michael Roth,et al. Allgemeinbildung: readiness for living in risk society , 2005 .
[35] Avi Hofstein,et al. SOCIETAL ISSUES AND THEIR IMPORTANCE FOR CONTEMPORARY SCIENCE EDUCATION—A PEDAGOGICAL JUSTIFICATION AND THE STATE-OF-THE-ART IN ISRAEL, GERMANY, AND THE USA , 2011 .
[36] Douglas A. Roberts,et al. Developing the concept of “curriculum emphases” in science education , 1982 .
[37] Troy D. Sadler,et al. Scientific literacy, PISA, and socioscientific discourse: Assessment for progressive aims of science education , 2009 .
[38] William F. McComas,et al. The Nature of Science in Science Education , 2002 .
[39] Jan H. van Driel,et al. The Relationships between Teachers' General Beliefs about Teaching and Learning and Their Domain Specific Curricular Beliefs. , 2007 .
[40] John Holman. Science and technology in society : general guide for teachers , 1986 .
[41] Hannah Sevian,et al. Concepts of matter in science education , 2013 .
[42] Kenneth Tobin,et al. International handbook of science education , 1998 .
[43] Avi Hofstein,et al. Industrial Chemistry and School Chemistry: Making chemistry studies more relevant , 2006 .
[44] Albert Pilot,et al. Normal Science Education and its Dangers: The Case of School Chemistry , 2000 .
[45] Judith Bennett,et al. Context‐based Chemistry: The Salters approach , 2006 .
[46] Ingo Eilks,et al. An example of learning about plastics and their evaluation as a contribution to Education for Sustainable Development in secondary school chemistry teaching , 2012 .
[47] F. Rauch. The Potential of Education for Sustainable Development for Reform in Schools , 2002 .
[48] J. Greeno. THE SITUATIVITY OF KNOWING, LEARNING, AND RESEARCH , 1998 .
[49] Robin Millar,et al. Twenty First Century Science: Insights from the Design and Implementation of a Scientific Literacy Approach in School Science , 2006 .