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- Taylor and Francis 2015; US$ 49.95
Psychology, quantitative or qualitative, tends to conceive of the human person using metaphysical concepts and to separate the practical, affective, and intellectual aspects of participation in everyday life. Lev S. Vygotsky, however, was working towards a "concrete human psychology," a goal that he expresses in a small, unfinished text of the same... more...
- SensePublishers 2012; US$ 49.99
In the history of psychology, ?rst-person methods, such as introspection, have come into disrepute in favor of the experimental approach. Yet the results of ?rst-person research ? such as the famous studies provided by Maurice Merleau-Ponty in his Phenomenology of Perception ? have indeed produced knowledge subsequently ascertained by neuroscienti?c... more...
- Taylor and Francis 2011; US$ 54.95
This study examines the origins of geometry in and out of the intuitively given everyday lifeworlds of children in a second-grade mathematics class. These lifeworlds, though pre-geometric, are not without model objects that denote and come to anchor geometric idealities that they will understand at later points in their lives. Roth's analyses explain how... more...
- Taylor and Francis 2010; US$ 54.95
In what way do educators understand the language they use to make sense of the educational environment? How does language enable educators and how can they consciously make the most of its potential? Using the right language and setting the correct tone in the school classroom has repercussions for all involved; whether it affects the linguistic... more...
- SensePublishers 2013; US$ 49.99
This book is about language in STEM research and about how it is thought about: as something that somehow refers to something else not directly accessible, often «meaning», «mental representation», or «conception». Using the analyses of real data and analyses of the way certain concepts are used in the scientifi c literature, such as ?meaning,? this... more...
- Springer Netherlands 2011; US$ 179.00
Guided by concepts such as passion and undecidability, this book uses empirical studies and phenomenological analyses of knowing and learning science to argue that the ?constructivist metaphor? suppresses other modes of thinking about scientific learning. more...
- Springer Netherlands 2009; US$ 269.00
Since its beginnings, science education has been under the influence of psychological theories of knowing and learning, while in more recent years, social constructivist and sociological frameworks have also begun to emerge. With little work being done on showing how the perspectives of these separate approaches might be integrated, this work aims... more...
- SensePublishers 2015; US$ 49.99
In qualitative research, one can often hear the statement that research results are just (social) constructions. In criminal cases and in court hearings, we tend to expect that the true sequence of events has to be found rather than just any story. Here the author shows that qualitative social research can be conducted in the manner of police work... more...
- Taylor and Francis 2009; US$ 53.95
Contributing to the social justice agenda of redefining what science is and what it means in the everyday lives of people, this book introduces science educators to various dimensions of viewing science and scientific literacy from the standpoint of the learner, engaged with real everyday concerns within or outside school; develops a new form... more...
- Rowman & Littlefield Publishers 2005; US$ 35.99
This book is about the fundamental nature of talk in school science. Wolff-Michael Roth articulates a view of language that differs from the way science educators generally think about it. While writing science is one aspect of language in science, talking science may in fact constitute a much more important means by which we navigate and know the... more...