Table of contents for Teaching science for understanding : a human constructivist view / edited by Joel J. Mintzes, James H. Wandersee, Joseph D. Novak.


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Counter Theoretical and Empirical Foundations of Human Constructivism:
J.D. Novak, The Pursuit of a Dream: Education Can Be Improved.
J.J. Mintzes and J.H. Wandersee, Reform and Innovation in Science Teaching: A Human Constructivist View.
J.J. Mintzes and J.H. Wandersee, Research in Science Teaching and Learning: A Human Constructivist View.
Theory-Driven Intervention Strategies:
J.E. Trowbridge and J.H. Wandersee, Theory-Driven Graphic Organizers.
R.F. Gunstone and I.J. Mitchell, Metacognition and Conceptual Change.
J. Nussbaum, History and Philosophy of Science and the Preparation for Constructivist Teaching: The Case of Particle Theory.
Z.R. Dagher, The Case for Analogies in Teaching Science for Understanding.
R. Good and C. Berger, The Computer as a Powerful Tool for Understanding Science.
M.W. Spitulnik, C. Zembal-Saul, and J.S. Krajcik, Using Hypermedia to Represent Emerging Student Understanding: Science Learners and Preservice Teachers.
M.G. Jones and G. Carter, Small Groups and Shared Constructions.
J.H. Wandersee and L.M. Roach, Interactive Historical Vignettes.
E. Abrams, Talking and Doing Science: Important Elements in a Teaching-for-Understanding Approach.
Epilogue: J.J. Mintzes, J.H. Wandersee, and J.D. Novak, Epilogue: Meaningful Learning, Knowledge Restructuring, and Conceptual Change: On Ways of Teaching Science for Understanding.

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