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Most popular at the top
- Taylor and Francis 2009; US$ 53.95
Contributing to the social justice agenda of redefining what science is and what it means in the everyday lives of people, this book introduces science educators to various dimensions of viewing science and scientific literacy from the standpoint of the learner, engaged with real everyday concerns within or outside school; develops a new form... more...
- Springer Netherlands 2009; US$ 269.00
Since its beginnings, science education has been under the influence of psychological theories of knowing and learning, while in more recent years, social constructivist and sociological frameworks have also begun to emerge. With little work being done on showing how the perspectives of these separate approaches might be integrated, this work aims... more...
- Taylor and Francis 2010; US$ 54.95
In what way do educators understand the language they use to make sense of the educational environment? How does language enable educators and how can they consciously make the most of its potential? Using the right language and setting the correct tone in the school classroom has repercussions for all involved; whether it affects the linguistic... more...
- Taylor and Francis 2011; US$ 54.95
This study examines the origins of geometry in and out of the intuitively given everyday lifeworlds of children in a second-grade mathematics class. These lifeworlds, though pre-geometric, are not without model objects that denote and come to anchor geometric idealities that they will understand at later points in their lives. Roth's analyses explain how... more...
- Springer Netherlands 2011; US$ 159.00
Guided by concepts such as passion and undecidability, this book uses empirical studies and phenomenological analyses of knowing and learning science to argue that the ?constructivist metaphor? suppresses other modes of thinking about scientific learning. more...
- SensePublishers 2012; US$ 49.99
In the history of psychology, ?rst-person methods, such as introspection, have come into disrepute in favor of the experimental approach. Yet the results of ?rst-person research ? such as the famous studies provided by Maurice Merleau-Ponty in his Phenomenology of Perception ? have indeed produced knowledge subsequently ascertained by neuroscienti?c... more...
- SensePublishers 2013; US$ 49.99
This book is about language in STEM research and about how it is thought about: as something that somehow refers to something else not directly accessible, often «meaning», «mental representation», or «conception». Using the analyses of real data and analyses of the way certain concepts are used in the scientifi c literature, such as ?meaning,? this... more...
- SensePublishers 2013; US$ 49.99
What more is there in and for science education to do in terms of researching science lessons? A lot, the author suggests, if research turns away from studying science education extracting social facts using special methods, which journal articles require to state, to studying the work and methods by means of which participants themselves create their... more...
- Rowman & Littlefield Publishers 2005; US$ 35.99
This book is about the fundamental nature of talk in school science. Wolff-Michael Roth articulates a view of language that differs from the way science educators generally think about it. While writing science is one aspect of language in science, talking science may in fact constitute a much more important means by which we navigate and know the... more...
- Springer Netherlands 2014; US$ 179.00
This book examines graphs and graphing in scientific discovery work, from the initial study to the publication of a journal article. It shows that the uncertainty of scientists about their research object is tied to uncertainty of the graphs being used. more...