A series of classroom vignettes and student conversations provides a glimpse into how our theoretical understanding of human learning translates into science classroom practice. The surprisingly large number of components operating in an effective classroom must interrelate with each other if students are to retain and use their science conceptual understandings. The author brings together ideas from neurobiology, learning theory, and developmental psychology and correlates them with the complex matrix of everyday classroom practice that allows students to gain science reasoning skills, conceptual understandings, and insight into the nature of the scientific enterprise.
Details
Type Book ChapterPub Date 1/1/2002Stock # PB158X_6