Mathematics and Science Education in Developing Countries: Issues, Experiences, and Cooperation ProspectsUP Press, 2007 - Всего страниц: 502 |
Содержание
| 8 | |
| 21 | |
| 68 | |
Chapter 4 | 127 |
Chapter 5 | 172 |
Chapter 7 | 209 |
Chapter 8 | 231 |
Chapter 9 | 252 |
Chapter 11 | 294 |
Chapter 12 | 322 |
Chapter 13 | 339 |
Chapter 14 | 365 |
Chapter 15 | 405 |
Chapter 16 | 430 |
Chapter 17 | 458 |
List of Contributors | 499 |
Часто встречающиеся слова и выражения
achievement activities Annual SAARMSTE Conference approach areas assessment basic education capacity Cape Town chapter classroom collaboration concepts context cultural developing countries Dlamini donor education development education in developing education projects education research environmental ethnomathematics evaluation example experience factors funding Ghana grade higher education impact improvement in-service innovation INSET institutions International Cooperation intervention issues Japan Japanese JICA Kenya knowledge language learners lesson mathematics and science mathematics education Mbabane Mozambique Mpumalanga MSSI MSTE research Naruto organizations outcomes outcomes-based education participants percent Philippines planning practice primary problems professional development Profile of Implementation reform Rogan role Schiefelbein school-based science and mathematics science and technology science education science teachers scientific Secondary Science skills SMASSE South Africa strategies sustainability Swaziland teacher education teacher training teaching and learning textbooks UNESCO University University of Pretoria University of Swaziland workshops World Bank Zambia
Популярные отрывки
Стр. 157 - s learning concept into pedagogical theories, instructions or practice, viz., the concept of the zone of proximal development (Vygotsky 1978, p. 84ff, 1986, p. 187ff) and the concept of scientific concepts (Vygotsky 1986, p. 146ff). Vygotsky defined the zone of proximal development as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration...
Стр. 234 - If I had to reduce all of educational psychology to just one principle, I would say this: The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.
Стр. 235 - ... that special amalgam of content and pedagogy that is uniquely the province of teachers, their own special form of professional understanding...
Стр. 191 - Nations in this regard; (d) the achievement of the goals established by the United Nations Conference on Environment and Development held in Rio de Janeiro in 1992...
Стр. 23 - Refers to total enrolment in a specific level of education, regardless of age, expressed as a percentage of the official school-age population corresponding to the same level of education in a given school year (UNESCO, 2000).
Стр. 176 - Grant me the serenity to accept what cannot be changed, the courage to change what can be changed, and the wisdom to know the difference.
Стр. 187 - Science (AAAS), 1989, p. 4) defined a scientifically literate person as one who is aware that science, mathematics, and technology are interdependent human enterprises with strengths and limitations; understands key concepts and principles of science; is familiar with the natural world and recognizes both its diversity and unity; and uses scientific knowledge and scientific ways of thinking for individual and social purposes.
Стр. 158 - In this case his argument was that instruction is good only when it proceeds ahead of development, when it awakens and rouses to life those functions that are in the process of maturing or in the zone of proximal development.
Стр. 162 - The analysis of change carried out so far leads me to identify ten "do" and "don't" assumptions as basic to a successful approach to educational change. 1. Do not assume that your version of what the change should be is the one that should or could be implemented. On the contrary, assume that one of the main purposes of the process of implementation is to exchange your reality of what should be through interaction with implementers and others concerned. Stated another way, assume that successful...