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Courageous Pedagogy, Gilbert


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Цена: 7623.00р.
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Автор: Gilbert
Название:  Courageous Pedagogy
ISBN: 9781623960674
Издательство: Mare Nostrum (Eurospan)
Классификация:
ISBN-10: 1623960673
Обложка/Формат: Paperback
Страницы: 158
Вес: 0.23 кг.
Дата издания: 30.01.2013
Серия: Critical constructions: studies on education and society
Язык: English
Иллюстрации: Black & white illustrations
Размер: 234 x 156 x 9
Читательская аудитория: Professional and scholarly
Ключевые слова: Philosophy & theory of education
Подзаголовок: Enacting critical science education
Рейтинг:
Поставляется из: Англии
Описание: There are only a few studies that investigate the actual small-scale classroom processes and approaches that allow for students to participate in “doing” critical science and none that compare CSE to traditional classroom contexts. In a critical science classroom student’ thoughts, beliefs, and questions serve as the starting point for scientific investigation where an underlying goal is for students to students to utilise this scientific knowledge to empower their own lives. One must ask, “What would this process look like? What would happen to the students?” Pruyn (1999) argued that the difficult nature of this type of research has limited the number of studies that investigate small-scale critical classroom approaches. These classroom interactions and approaches will provide valuable insights into the difficult processes that must exist for students to begin to develop transformative notions of the world.


Courageous Pedagogy

Автор: Gilbert
Название: Courageous Pedagogy
ISBN: 1623960681 ISBN-13(EAN): 9781623960681
Издательство: Mare Nostrum (Eurospan)
Рейтинг:
Цена: 14137.00 р.
Наличие на складе: Есть у поставщика Поставка под заказ.

Описание: There are only a few studies that investigate the actual small-scale classroom processes and approaches that allow for students to participate in “doing” critical science and none that compare CSE to traditional classroom contexts. In a critical science classroom student’ thoughts, beliefs, and questions serve as the starting point for scientific investigation where an underlying goal is for students to students to utilise this scientific knowledge to empower their own lives. One must ask, “What would this process look like? What would happen to the students?” Pruyn (1999) argued that the difficult nature of this type of research has limited the number of studies that investigate small-scale critical classroom approaches. These classroom interactions and approaches will provide valuable insights into the difficult processes that must exist for students to begin to develop transformative notions of the world.


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