000			04102nam a2200433 i 4500
001			BRILL9789462094970
003			nllekb
005			20260610105301.0
007			cr un uuuua
008			191130s2014 ne sb 001 0 eng d
020			_a9789462094970 _q(electronic book)
020			_z9789462094963 _q(print)
024	7		_a10.1007/978-94-6209-497-0 _2DOI
035			_a(OCoLC)868833987
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aQ181
072		7	_aJN _2bicssc
072		7	_aEDU _x000000 _2bisacsh
082	0	4	_a507.1 _223
245	0	4	_aThe Language of Science Education : _ba An Expanded Glossary of Key Terms and Concepts in Science Teaching and Learning / _cEdited by William F. McComas.
246	3		_aAn Expanded Glossary of Key Terms and Concepts in Science Teaching and Learning
264		1	_aLeiden; _aBoston : _bBrill | Sense, _c2014.
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	1		_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505	0	0	_aPreliminary Material / _rWilliam F. McComas -- 21st Century Skills / _rWilliam F. McComas.
520			_aThe Language of Science Education: An Expanded Glossary of Key Terms and Concepts in Science Teaching and Learning is written expressly for science education professionals and students of science education to provide the foundation for a shared vocabulary of the field of science teaching and learning. Science education is a part of education studies but has developed a unique vocabulary that is occasionally at odds with the ways some terms are commonly used both in the field of education and in general conversation. Therefore, understanding the specific way that terms are used within science education is vital for those who wish to understand the existing literature or make contributions to it. The Language of Science Education provides definitions for 100 unique terms, but when considering the related terms that are also defined as they relate to the targeted words, almost 150 words are represented in the book. For instance, “laboratory instruction” is accompanied by definitions for openness, wet lab, dry lab, virtual lab and cookbook lab. Each key term is defined both with a short entry designed to provide immediate access following by a more extensive discussion, with extensive references and examples where appropriate. Experienced readers will recognize the majority of terms included, but the developing discipline of science education demands the consideration of new words. For example, the term blended science is offered as a better descriptor for interdisciplinary science and make a distinction between project-based and problem-based instruction. Even a definition for science education is included. The Language of Science Education is designed as a reference book but many readers may find it useful and enlightening to read it as if it were a series of very short stories. Cover photo: The cover photo was taken by W. F. McComas at Marsh’s Library in Dublin, Ireland. This amazing library houses more than 25, 000 rare and important books including many related to the history of science. It was founded in 1701 and has remained essentially unchanged for three centuries. Permission to use this image as the cover for The Language of Science Education has been granted by Dr. Jason McElligott, Keeper of Marsh’s Library.
588			_aDescription based on print version record.
650		0	_aSciences sociales.
650		0	_aScience _xStudy and teaching.
650		0	_aSciences humaines.
700	1		_aMcComas, William F., _eeditor.
776	0	8	_iPrint version: _tThe Language of Science Education: An Expanded Glossary of Key Terms and Concepts in Science Teaching and Learning, _dLeiden Boston : Brill | Sense, 2014 _w9789462094963
830		0	_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856	4		_zDOI: _uhttp://dx.doi.org/10.1007/978-94-6209-497-0
999			_c30357 _d30357