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OverviewThe main purpose of this book is to offer insight for practitioners who may be confused or somewhat overwhelmed by the array of 'learning theories' that are currently presented to teachers. The intention is to utilise theory to explain and enlighten classroom practice so that learning can become more active, participatory and affective. The intention is to provide pragmatic interpretations of theory so that pedagogy is more discerningly rationalised and consciously practised, rather than arising in an oft reactive manner. The book addresses differences in perspectives between pupils - as participators in learning and teachers - as orchestrators and leaders of learning. The differences, between learner and teacher, are then used to inform what educators need to do to ensure pupils, not only learn about science and learn through science but also actively engage with the subject matter to subsequently succeed in understanding it. The aim is to augment science educators' understanding of learning processes and outcomes through clear discussion, exemplars and illustrative cases of classroom practice. Full Product DetailsAuthor: Debra McGregorPublisher: Open University Press Imprint: Open University Press ISBN: 9780335219544ISBN 10: 0335219543 Pages: 224 Publication Date: 01 December 2007 Audience: College/higher education , Tertiary & Higher Education Format: Paperback Publisher's Status: Active Availability: In Print This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsReviewsAuthor InformationDebra McGregor is currently Assistant Professor in Science Education at Central Connecticut State Univeristy. She has also worked at University of Bridgeport as an adjunct Professor in the School of Education and Human Resources and as an educational consultant involved in developing task and test items for the Connecticut mastery tests in Science. Before working in the US she worked for ten years at Keele University in the Education department. She is a Fellow of Education and has been involved in teaching and research within Science, Technology and Physical Education. Her focus and concern in education centres around how to invigorate teachers to develop their practice with active and participatory learning in mind. Supporting educators to recognise how to strategically engage and motivate learners to think and subsequently develop their understanding is key. Tab Content 6Author Website:Countries AvailableAll regions |