Asset Details
Do you wish to reserve the book?
Using the Patchwork Text to develop a critical understanding of science
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
Using the Patchwork Text to develop a critical understanding of science
Do you wish to request the book?
Using the Patchwork Text to develop a critical understanding of science
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
Using the Patchwork Text to develop a critical understanding of science
2003
Overview
This article describes the development of an elective module for final-year undergraduate primary school student teachers becoming specialists in science. It explains how the introduction of the Patchwork Text assignment format has made it possible to exploit more fully the advantages of collaborative learning by students in small groups. The theoretical dimensions of the study which are explored briefly here include: constructivist theories of learning, interactionist theories of teaching, aims and methods of science education curricula, and theories of educational assessment. The more general educational insight which has emerged from the discipline-specific work described is that a Patchwork Text approach to formal assessment, including what I regard as a cognate view of curriculum, stimulates strong interest, improves student's wholistic grasp of a broad field of knowledge and its professional application, and encourages an autonomous approach to collaborative learning.
Publisher
Routledge,Taylor & Francis,Taylor & Francis Inc
Subject
/ Teaching
