000			03047nam a22004215i 4500
001			u378693
003			SIRSI
005			20160812084605.0
007			cr nn 008mamaa
008			111117s2011 ne | s |||| 0|eng d
020			_a9789460915284 _9978-94-6091-528-4
040			_cMX-MeUAM
050		4	_aLC8-6691
082	0	4	_a507.1 _223
100	1		_aLoughran, John. _eeditor.
245	1	0	_aScientific Literacy Under the Microscope _h[recurso electrónico] : _bA Whole School Approach to Science Teaching and Learning / _cedited by John Loughran, Kathy Smith, Amanda Berry.
264		1	_aRotterdam : _bSensePublishers, _c2011.
300			_aVII, 155p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aProfessional Learning ; _v11
520			_aScientific literacy is generally valued and acknowledged among educators as a desirable student learning outcome. However, what scientific literacy really means in terms of classroom practice and student learning is debatable due to the inherent complexity of the term and varying expectations of what it means for learning outcomes. To date the teacher voice has been noticeably absent from this debate even though the very nature of teacher expertise lies at the heart of the processes which shape students’ scientific literacy. The chapters that comprise this book tap into the expertise of a group of primary teachers from Our Lady of Good Counsel (OLGC), a primary school that chose to actively engage in teaching for scientific literacy. By analyzing the insights and thinking that emerged as they attempted to unravel some of the pedagogical complexities associated with constructing an understanding of scientific literacy in their own classrooms, these teachers demonstrate the professional knowledge and skill inherent in the expertise of teaching and learning science in a primary classroom. The chapters in this book illustrate the processes and structures that were created at OGLC to provide the conditions that allowed these teachers to explore and build on the range of ideas that informed their approach to teaching for scientific literacy. This book is a compelling example of how a whole school approach to scientific literacy can make a difference for students’ learning of science and offer a concrete example of the development of professional knowledge and practice of teachers.
650		0	_aEducation.
650		0	_aScience _xStudy and teaching.
650	1	4	_aEducation.
650	2	4	_aScience Education.
700	1		_aSmith, Kathy. _eeditor.
700	1		_aBerry, Amanda. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
830		0	_aProfessional Learning ; _v11
856	4	0	_zLibro electrónico _uhttp://148.231.10.114:2048/login?url=http://link.springer.com/book/10.1007/978-94-6091-528-4
596			_a19
942			_cLIBRO_ELEC
999			_c206573 _d206573