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Matches in Library of Congress for { <http://lccn.loc.gov/2009942129> ?p ?o. }

• 2009942129 contributor B11735022.
• 2009942129 contributor B11735023.
• 2009942129 created "c2010.".
• 2009942129 date "2010".
• 2009942129 date "c2010.".
• 2009942129 dateCopyrighted "c2010.".
• 2009942129 description "Conceptual change and learning about forces. The challenge of learning about forces and motion ; Conceptual change : a brief historical perspective ; Conceptual change in action : primary teachers learning about forces ; Some conclusions and implications -- The role of analogies in learning. Learning about simple circuits ; Applying analogies to simple circuits ; Implications for pedagogy ; Explanation and meaning ; Practical implications for pedagogy : learning ; Practical implications for pedagogy : teaching ; Teacher subject and pedagogic knowledge -- Cognitive conflict and the formation of shadows. Promoting conceptual change through cognitive conflict ; The challenge presented by the conceptual domain of light ; Exploring the impact of cognitive conflict in learning about shadows ; Resolving the conflict ; The emergence of pedagogical insight ; Discussion ; Some concluding remarks -- Language interpretation and meaning. Conceptualising how language works ; Sign and signification ;Signification in science learning ; Interpretation and meaning -- Metacognition and developing understanding of simple astronomical events. Metacognition and learning ; The conceptual domain of the Earth and beyond ; Mapping movement in conceptual understanding about simple astronomical events ; Insights identified through adopting a metacognitive approach to learning ; Discussion -- The subject matter learning audit and the generation of pedagogical content knowledge. Teacher knowledge ; The subject matter learning audit ; A SMLA case study (stage 1) : learning about forces ; A SMLA case study (stage 2) : the individual national curriculum SMLA ; A SMLA case study (stage 3) : scheme of work SMLA ; Discussion and implications for teacher education.".
• 2009942129 description "Includes bibliographical references and index.".
• 2009942129 extent "xii, 197 p. :".
• 2009942129 identifier "1402052707 (hbk. : acid free paper)".
• 2009942129 identifier "1402052715 (ebk.)".
• 2009942129 identifier "9781402052705 (hbk. : acid free paper)".
• 2009942129 identifier "9781402052712 (ebk.)".
• 2009942129 isPartOf "Contemporary trends and issues in science education ; 38".
• 2009942129 isPartOf "Contemporary trends and issues in science education ; 38.".
• 2009942129 issued "2010".
• 2009942129 issued "c2010.".
• 2009942129 language "eng".
• 2009942129 publisher "Dordrecht : Springer,".
• 2009942129 subject "507.1 22".
• 2009942129 subject "Critical pedagogy.".
• 2009942129 subject "Pédagogie critique.".
• 2009942129 subject "Professeurs de sciences Formation.".
• 2009942129 subject "Q181 .H46 2010".
• 2009942129 subject "Science Study and teaching.".
• 2009942129 subject "Sciences physiques Étude et enseignement.".
• 2009942129 tableOfContents "Conceptual change and learning about forces. The challenge of learning about forces and motion ; Conceptual change : a brief historical perspective ; Conceptual change in action : primary teachers learning about forces ; Some conclusions and implications -- The role of analogies in learning. Learning about simple circuits ; Applying analogies to simple circuits ; Implications for pedagogy ; Explanation and meaning ; Practical implications for pedagogy : learning ; Practical implications for pedagogy : teaching ; Teacher subject and pedagogic knowledge -- Cognitive conflict and the formation of shadows. Promoting conceptual change through cognitive conflict ; The challenge presented by the conceptual domain of light ; Exploring the impact of cognitive conflict in learning about shadows ; Resolving the conflict ; The emergence of pedagogical insight ; Discussion ; Some concluding remarks -- Language interpretation and meaning. Conceptualising how language works ; Sign and signification ;Signification in science learning ; Interpretation and meaning -- Metacognition and developing understanding of simple astronomical events. Metacognition and learning ; The conceptual domain of the Earth and beyond ; Mapping movement in conceptual understanding about simple astronomical events ; Insights identified through adopting a metacognitive approach to learning ; Discussion -- The subject matter learning audit and the generation of pedagogical content knowledge. Teacher knowledge ; The subject matter learning audit ; A SMLA case study (stage 1) : learning about forces ; A SMLA case study (stage 2) : the individual national curriculum SMLA ; A SMLA case study (stage 3) : scheme of work SMLA ; Discussion and implications for teacher education.".
• 2009942129 title "The pedagogy of physical science / by David Heywood, Joan Parker.".
• 2009942129 type "text".