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Books on the topic 'Science teachers' beliefs'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Evans, Robert, Julie Luft, Charlene Czerniak, and Celestine Pea, eds. The Role of Science Teachers’ Beliefs in International Classrooms. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-557-1.

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2

Kaufmann, Weinberg Aryeh, ed. Religious beliefs & behavior of college faculty. Institute for Jewish & Community Research, 2007.

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3

Evans, Robert H., Charlene M. Czerniak, Julie A. Luft, and Celestine H. Pea. Role of Science Teachers' Beliefs in International Classrooms: From Teacher Actions to Student Learning. BRILL, 2014.

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4

Kristin, Nagy, and Educational Resources Information Center (U.S.), eds. Changes in science teachers' practice & beliefs: Progress toward implementing standards-based reforms. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1999.

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5

Cantu, D. Antonio. An Investigation of the Relationship Between Social Studies Teachers' Beliefs and Practice (Mellen Studies in Education). Edwin Mellen Press, 2001.

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6

Barrett, Sarah Elizabeth. Teacher candidates' beliefs about including socioscientific issues in physics and chemistry. 2007.

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7

Fazio, Xavier Eric. Exploring teachers' beliefs and knowledge about scientific inquiry and the nature of science: A collaborative action research project. 2005.

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8

Hannaford, Marion Elaine. The relationship of teachers' pedagogical beliefs and knowledge of computer applications to the use of microcomputers in the science classroom. 1991.

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9

Josh, Diem, and Helfenbein Robert J, eds. Unsettling beliefs: Teaching theory to teachers. IAP/Information Age Pub., 2008.

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10

Poole, Michael, Adrian Brown, and Sue Hookway. God Talk, Science Talk: A Teacher's Guide to Science & Belief. Lion, 1997.

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11

Allchin, Douglas. Sacred Bovines. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190490362.001.0001.

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Some assumptions about biology are so deeply rooted in our thinking that they seem beyond question. These concepts - expressed in playful jargon - are our sacred bovines. With a light-hearted spirit, Douglas Allchin sets out to challenge many of these common beliefs about science and life. Allchin draws on fascinating insights from science to illustrate the ironies in many widespread beliefs. Be prepared to challenge the notion that male and female are fixed natural categories. Or that evolution implies cutthroat competition in human society. Or that we struggle against a fundamental immoral n

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12

Blake, Robert W. An Enactment of Science: A Dynamic Balance Among Curriculum, Context, and Teacher Beliefs (Counterpoints (New York, N.Y.), Vol. 161.). Peter Lang Pub Inc, 2002.

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13

Camper, Martin. Arguing over Texts. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190677121.001.0001.

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Arguing over Texts presents a rhetorical method for analyzing how people disagree over the meaning of texts and how they attempt to reconcile those disagreements through argument. The book recovers and adapts a classification of recurring types of disagreement over textual meaning, invented by ancient Greek and Roman teachers of rhetoric: the interpretive stases. Drawing on the rhetorical works of Aristotle, Cicero, Quintilian, and Hermogenes, the book devotes a chapter to each of the six interpretive stases, which classify issues concerning ambiguous words and phrases, definitions of terms, c

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14

Cianni, Juliana. Uma aventura pela respiração celular. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-454-8.

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The story contained in this book is the result of my inquiries as a teacher and as a student looking for an easier and more fun way to learn dense content from the disciplines contained in the so beautiful universe of Sciences. I believe that pleasurable and consistent learning is possible, if we have a little bit of imagination and a powder of pimpimpimpim, allowing the student to be enchanted with the mysteries of life, a life that pulsates in the macro and microcosm. So, one fine day, watching Professor Rita's Biotechnology class at USP in Lorena / SP, I asked myself: why not facilitate the

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15

Carmo, Mafalda. Education Applications & Developments VI. inScience Press, 2021. http://dx.doi.org/10.36315/2021eadvi.

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In this sixth volume, a dedicated set of authors explore the Education field, contributing to the frontlines of knowledge. Success depends on the participation of those who wish to find creative solutions and believe in their potential to change the world, altogether to increase public engagement and cooperation from communities. Part of our mission is to serve society with these initiatives and promote knowledge, therefore it requires the reinforcement of research efforts, education and science and cooperation between the most diverse studies and backgrounds. The contents of this 6th edition

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16

Essential facts about Covid-19: the disease, the responses, and an uncertain future. For South African learners, teachers, and the general public. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0072.

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The first cases of a new coronavirus (SARS-CoV-2) were identified toward the end of 2019 in Wuhan, China. Over the following months, this virus spread to everywhere in the world. By now no country has been spared the devastation from the loss of lives from the disease (Covid-19) and the economic and social impacts of responses to mitigate the impact of the virus. Our lives in South Africa have been turned upside down as we try to make the best of this bad situation. The 2020 school year was disrupted with closure and then reopening in a phased approach, as stipulated by the Department of Educa

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17

Johansen, Bruce, and Adebowale Akande, eds. Nationalism: Past as Prologue. Nova Science Publishers, Inc., 2021. http://dx.doi.org/10.52305/aief3847.

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Nationalism: Past as Prologue began as a single volume being compiled by Ad Akande, a scholar from South Africa, who proposed it to me as co-author about two years ago. The original idea was to examine how the damaging roots of nationalism have been corroding political systems around the world, and creating dangerous obstacles for necessary international cooperation. Since I (Bruce E. Johansen) has written profusely about climate change (global warming, a.k.a. infrared forcing), I suggested a concerted effort in that direction. This is a worldwide existential threat that affects every living t

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