| 000 | 02889nam a22004097a 4500 | ||
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| 001 | sulb-eb0026906 | ||
| 003 | BD-SySUS | ||
| 005 | 20160413122718.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 130904s2013 ne | s |||| 0|eng d | ||
| 020 |
_a9789460913174 _9978-94-6091-317-4 |
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| 024 | 7 |
_a10.1007/978-94-6091-317-4 _2doi |
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| 050 | 4 | _aL1-991 | |
| 072 | 7 |
_aJN _2bicssc |
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| 072 | 7 |
_aEDU000000 _2bisacsh |
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| 082 | 0 | 4 |
_a370 _223 |
| 245 | 1 | 0 |
_aActivity Theory in Formal and Informal Science Education _h[electronic resource] / _cedited by Katerina Plakitsi. |
| 264 | 1 |
_aRotterdam : _bSensePublishers : _bImprint: SensePublishers, _c2013. |
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| 300 |
_aVI, 253 p. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 347 |
_atext file _bPDF _2rda |
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| 490 | 1 | _aCultural and Historical Perspectives on Science Education, Research Dialogs | |
| 520 | _aThe purpose of this book is to establish a broader context for rethinking science learning and teaching by using cultural historical activity theoretic approach. Activity theory already steps in its third generation and only a few works have been done on its applications to science education, especially in Europe. The context takes into account more recent developments in activity theory applications in US, Canada, Australia and Europe. The chapters articulate new ways of thinking about learning and teaching science i.e., new theoretical perspectives and some case studies of teaching important scientific topics in/for compulsory education. The ultimate purpose of each chapter and the collective book as a whole is to prepare the ground upon which a new pedagogy in science education can be emerged to provide more encompassing theoretical frameworks that allow us to capture the complexity of science learning and teaching as it occurs in and out-of schools. The book captures the dialogic and interactive nature of the transferring the activity theory to both formal and informal science education. It also contributes to the development of innovative curricula, school science textbooks, educational programs and ICT’s materials. As a whole, the book moves theorizing and practicing of science education into new face and uncharted terrain. It is recommended to new scholars and researchers as well as teachers/researchers. | ||
| 650 | 0 | _aEducation. | |
| 650 | 1 | 4 | _aEducation. |
| 650 | 2 | 4 | _aEducation, general. |
| 700 | 1 |
_aPlakitsi, Katerina. _eeditor. |
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| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer eBooks | |
| 830 | 0 | _aCultural and Historical Perspectives on Science Education, Research Dialogs | |
| 856 | 4 | 0 | _uhttp://dx.doi.org/10.1007/978-94-6091-317-4 |
| 912 | _aZDB-2-SHU | ||
| 942 |
_2Dewey Decimal Classification _ceBooks |
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| 999 |
_c48998 _d48998 |
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