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020 |a9780306476532|9978-0-306-47653-2
024 7 |a10.1007/0-306-47653-3|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLB1-3640
050 4|aB63
072 7|aJNA|2bicssc
072 7|aEDU040000|2bisacsh
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082 04|a370.1|223
090 |aDK/11066
100 1 |aKing, Kenneth P.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aTechnology, Science Teaching, and Literacy|h[electronic resource] :|bA Century of Growth /|cby Kenneth P. King.
250 |a1st ed. 2001.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2001.
300 |aXVI, 207 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aInnovations in Science Education and Technology,|x2213-2236 ;|v11
505 0 |aScience Education -- The Moiton Picture -- Radio in the Science Classroom -- Instructional Television -- The Computer -- Perspective.
520 |aThis book deals with the use of technology in science teaching. The author is not, nor has ever had an intention of being a “techie. ” Rather, I spent the first decade of my professional life as a high school physics teacher, making occasional uses of technology to further student understanding and to automate my own teaching practices. During my graduate work, my interest in the use of technology continued. Catalyzed, to some extent by the increasing availability of graphical interfaces for computers, the realization struck that the computer was more and more becoming a tool that all teachers could use to support their teaching practice—not simply those with a passion for the technology itself. The rapid changes in the hardware and software available, however, frequently caused me to reflect on the usefulness of technology—if it were to change at such a rapid pace, would anyone, save for those who diligently focused on the development of these tools, be able to effectively use technology in science teaching? Was change to rapid to yield a useful tool for teachers? To address this interest, I examined the nature of science teaching during this century—using the equally fluid notion of “scientific literacy”—which formed the organizing principle for this study. The result is a examination of how technology was used to accomplishing this goal of producing scientifically literate citizens. What was observed is that technology, indeed, consistently came to the service of teachers as they attempted to achieve this goal.
650 0|aEducation|xPhilosophy.
650 0|aHistory.
650 0|aScience|xPhilosophy.
650 14|aPhilosophy of Education.
650 24|aHistory.
650 24|aPhilosophy of Science.
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9780306465505
776 08|iPrinted edition:|z9789401743372
830 0|aInnovations in Science Education and Technology,|x2213-2236 ;|v11
856 40|uhttps://doi.org/10.1007/0-306-47653-3
912 |aZDB-2-SHU
912 |aZDB-2-SXPR
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950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aPhilosophy and Religion (R0) (SpringerNature-43725)