作者: thrombus 時(shí)間: 2025-3-21 20:26
Circulating Material Practicescial and technological aspects as independent components or taking either a social or technological approach and using the other for dealing with any residual problems also leads to unsatisfactory accounts of socio-technical development. It appears that social and technological aspects are mutually 作者: 反叛者 時(shí)間: 2025-3-22 02:39 作者: 補(bǔ)充 時(shí)間: 2025-3-22 05:38
Networking Individuals and Groupsboard rolls in a tower, whereas in other instances, cardboard rolls were not included. Communication and culture are therefore produced and maintained continuously through the collective activities of individual persons. Bernard, the teacher of Moussac had realized this and accepted that learning ar作者: WATER 時(shí)間: 2025-3-22 12:24
Epiloguestly uninterpreted and do not re-present it. This entails that not everything that makes competent practice can be described and explicated; there is always another angle from which we can learn about knowledge as practice. Even highly trained scientists often cannot learn a new practice such as amp作者: 合唱隊(duì) 時(shí)間: 2025-3-22 13:41 作者: 合唱隊(duì) 時(shí)間: 2025-3-22 17:10
Tran Nguyen Minh-Thai,Nguyen Thai-Ngheis chapter is devoted to teacher questioning that scaffolded students’ story telling so that they told increasingly complex engineering design stories. Finally, in the third section, evidence is presented that illustrate how whole-class conversations served to build and extend engineering design dis作者: 自愛(ài) 時(shí)間: 2025-3-22 21:20
Thanh-Nghi Do,Minh-Thu Tran-Nguyenboard rolls in a tower, whereas in other instances, cardboard rolls were not included. Communication and culture are therefore produced and maintained continuously through the collective activities of individual persons. Bernard, the teacher of Moussac had realized this and accepted that learning ar作者: 等級(jí)的上升 時(shí)間: 2025-3-23 03:01
Tran Khanh Dang,Josef Küng,Makoto Takizawastly uninterpreted and do not re-present it. This entails that not everything that makes competent practice can be described and explicated; there is always another angle from which we can learn about knowledge as practice. Even highly trained scientists often cannot learn a new practice such as amp作者: absolve 時(shí)間: 2025-3-23 09:10 作者: Infect 時(shí)間: 2025-3-23 09:52
Contemporary Trends and Issues in Science Educationhttp://image.papertrans.cn/d/image/268910.jpg作者: epidermis 時(shí)間: 2025-3-23 15:26
Future Automotive Production Conference 2022ts interested in everyday cognition within and across cultures; sociologists and anthropologists engaged in interpretive (rather than structural) studies of science and technology; and ethnomethodologists concerned with the methods scientists, engineers, and ordinary people (which Lave (1988) empath作者: NAVEN 時(shí)間: 2025-3-23 19:03
https://doi.org/10.1007/978-3-319-04144-5de valuable insights into the assumptions that shaped the teaching of this unit, because Gitte, who was the principal curriculum designer, was also one of the two team-teachers in the class. Readers will also find descriptions of the teaching strategies, with a particular focus on the creation of an作者: Repetitions 時(shí)間: 2025-3-23 23:58 作者: 完全 時(shí)間: 2025-3-24 04:19 作者: helper-T-cells 時(shí)間: 2025-3-24 09:40 作者: forecast 時(shí)間: 2025-3-24 14:38
Tran Nguyen Minh-Thai,Nguyen Thai-Nghect with the world. When a civil engineer talks about stabilization in terms of braces and plans to use a triangular brace she is engaging in a practice characteristic of her field. Appropriating the language games of canonical science and technology and populating them with one’s own intentions has 作者: 聯(lián)邦 時(shí)間: 2025-3-24 15:40 作者: Sputum 時(shí)間: 2025-3-24 20:40 作者: maudtin 時(shí)間: 2025-3-25 00:51 作者: 招待 時(shí)間: 2025-3-25 06:56 作者: PANEL 時(shí)間: 2025-3-25 09:31
Designing Knowledge-Building Communitiese resulting networks are reflexively constituted with the circulation of resources and practices. In this chapter, I want to reflect about the conditions that need to exist for knowledge-building communities to emerge.作者: 新奇 時(shí)間: 2025-3-25 13:42
Oliver Mai?,Karsten R?ttger,Kolja MeyerIn this chapter, I describe the contexts in which this study was conducted. Information is provided about teachers and students, as well as about data collection and interpretation. Details of the curriculum including the activities, teaching strategies, and the affordances for learning are outlined in the subsequent chapter.作者: irradicable 時(shí)間: 2025-3-25 19:28 作者: 引導(dǎo) 時(shí)間: 2025-3-25 20:35 作者: cancer 時(shí)間: 2025-3-26 03:55
Tran Khanh Dang,Josef Küng,Makoto Takizawae resulting networks are reflexively constituted with the circulation of resources and practices. In this chapter, I want to reflect about the conditions that need to exist for knowledge-building communities to emerge.作者: 無(wú)可爭(zhēng)辯 時(shí)間: 2025-3-26 07:36 作者: 肉體 時(shí)間: 2025-3-26 08:38
978-0-7923-4704-0Springer Science+Business Media Dordrecht 1998作者: cultivated 時(shí)間: 2025-3-26 13:33
Book 19981st editiony School. 1 This opportunity emerged after I contacted the school with the idea to help teachers implement student-centered science teaching. At the same time, the teachers collectively had come to realize that their science teaching was not as exciting to children as it could be. They had recognize作者: 酷熱 時(shí)間: 2025-3-26 20:04
1878-0482 Elementary School. 1 This opportunity emerged after I contacted the school with the idea to help teachers implement student-centered science teaching. At the same time, the teachers collectively had come to realize that their science teaching was not as exciting to children as it could be. They had作者: NOMAD 時(shí)間: 2025-3-27 00:46 作者: Melatonin 時(shí)間: 2025-3-27 02:29
Jürgen Heymann,Robert Kampfmanne where the children started and to what extent they developed. I enhance these descriptions by providing further accounts of students’ understandings as evidenced by their glossaries, their conversations toward the end of the unit, and their competencies to negotiate meanings and courses of action in the context of their ongoing work.作者: 或者發(fā)神韻 時(shí)間: 2025-3-27 06:07 作者: Outshine 時(shí)間: 2025-3-27 12:58
https://doi.org/10.1007/978-3-319-04144-5te also contributed to the emergence of a knowledge-building community by portraying themselves as learners. They used their collaboration and the setting as opportunities for learning, and shared their insights with the children.作者: 脆弱么 時(shí)間: 2025-3-27 17:01 作者: venous-leak 時(shí)間: 2025-3-27 18:33
Engineering for Children Curriculumte also contributed to the emergence of a knowledge-building community by portraying themselves as learners. They used their collaboration and the setting as opportunities for learning, and shared their insights with the children.作者: LANCE 時(shí)間: 2025-3-27 23:14 作者: 無(wú)王時(shí)期, 時(shí)間: 2025-3-28 04:09 作者: 滑動(dòng) 時(shí)間: 2025-3-28 09:26
Knowing Engineering Designe where the children started and to what extent they developed. I enhance these descriptions by providing further accounts of students’ understandings as evidenced by their glossaries, their conversations toward the end of the unit, and their competencies to negotiate meanings and courses of action in the context of their ongoing work.作者: 飾帶 時(shí)間: 2025-3-28 10:49
Tomonari Masada,Atsuhiro Takasunts for future developments. Although individuals and groups identified themselves (and were recognized) as the creators of the resulting design artifacts, these artifacts embodied heterogeneous origins and were more than the sum total of individual resources, practices, and competence.作者: Fibrinogen 時(shí)間: 2025-3-28 16:07
Theoretical Foundationsts interested in everyday cognition within and across cultures; sociologists and anthropologists engaged in interpretive (rather than structural) studies of science and technology; and ethnomethodologists concerned with the methods scientists, engineers, and ordinary people (which Lave (1988) empath作者: Embolic-Stroke 時(shí)間: 2025-3-28 22:07
Engineering for Children Curriculumde valuable insights into the assumptions that shaped the teaching of this unit, because Gitte, who was the principal curriculum designer, was also one of the two team-teachers in the class. Readers will also find descriptions of the teaching strategies, with a particular focus on the creation of an作者: Alveoli 時(shí)間: 2025-3-29 01:39
Knowing Engineering Designns with engineering and their approach to design problems before and toward the end of “Engineering for Children: Structures” allow readers to evaluate where the children started and to what extent they developed. I enhance these descriptions by providing further accounts of students’ understandings作者: amyloid 時(shí)間: 2025-3-29 06:41
Circulating Resourcesa few individuals, become available to the classroom community as a whole. Every community of practice evolves through the dialectic of its own cultural reproduction — which allows the appropriation of resources and practices by newcomers within and across generations — and cultural production which作者: 震驚 時(shí)間: 2025-3-29 11:05 作者: bile648 時(shí)間: 2025-3-29 15:11
Emergence and Circulation of Discourse Practicesct with the world. When a civil engineer talks about stabilization in terms of braces and plans to use a triangular brace she is engaging in a practice characteristic of her field. Appropriating the language games of canonical science and technology and populating them with one’s own intentions has 作者: Stress 時(shí)間: 2025-3-29 17:08
