標(biāo)題: Titlebook: Everyday Thoughts about Nature; A Worldview Investig William W. Cobern Book 20001st edition Springer Science+Business Media Dordrecht 2000 [打印本頁(yè)] 作者: MEDAL 時(shí)間: 2025-3-21 19:47
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作者: OVERT 時(shí)間: 2025-3-21 22:41
Fouad Elame,Hayat Lionboui,Rachid DoukkaliAs the students spoke about Nature during the interviews, it became apparent that for most of them, the environment . Nature.作者: 真實(shí)的你 時(shí)間: 2025-3-22 04:23 作者: 主講人 時(shí)間: 2025-3-22 05:17 作者: tolerance 時(shí)間: 2025-3-22 12:42
John D. Lafferty,Daniel N. Rockmoreanisms but . ones as well. The scientific study of the human being flourished and eventually spawned many new and more specific disciplines. Among these one counts the scientific study of science learning and teaching. All of this is part and parcel of modernism. Without commenting on the successes 作者: ANN 時(shí)間: 2025-3-22 15:23 作者: ANN 時(shí)間: 2025-3-22 20:08
P. Bongini,S. Chiarlone,G. Ferri. regarding Nature (also see Jones, 1972; Marton, 1988), and thus to better understand conceptualizations of Nature and the place science finds in those conceptualizations. The worldview methodology described here is a modified naturalistic inquiry, interview technique (Kvale, 1983; Spradley, 1979) 作者: 減震 時(shí)間: 2025-3-23 00:29
Hybrid Forms of Dependent Capitalism,, it is worth repeating an earlier suggestion, and that is that the full narratives given in the appendices be read before reading the analysis chapters. Some acquaintance with the narratives will enhance the reader’s participation in the analysis discussion. Here in Chapter 4,1 list the fifteen ass作者: Pericarditis 時(shí)間: 2025-3-23 03:57
Marek Hudon,Marc Labie,Ariane Szafarzcience is unarguably relevant to the topic of Nature; and yet, Nature is a topic that most people do not explicitly associate with science? Moreover, the research asked what are the concepts that appear to have scope and force in the thinking on this topic? The answers from the research are stated i作者: 錯(cuò) 時(shí)間: 2025-3-23 06:44
Skills Training and Inclusive Developmenttion of Nature (Merchant, 1989), upon examining the student narratives one immediately looks for possible gender differences. Do the boys talk about science more than do the girls? Do the girls talk about aesthetics and religion more than do the boys? Are the girls more environmentally sensitive tha作者: frenzy 時(shí)間: 2025-3-23 13:28 作者: Synapse 時(shí)間: 2025-3-23 16:10 作者: Soliloquy 時(shí)間: 2025-3-23 18:22
Emerging Compounds Removal from Wastewaterher types of ideas) in a conversation only tacitly related to science. In this study, the findings were findings of diversity. Underneath the facade of demographic homogeneity, I found considerable conceptual diversity. Given the chance to talk freely about Nature, these students talked about . idea作者: sterilization 時(shí)間: 2025-3-23 22:28 作者: Palliation 時(shí)間: 2025-3-24 03:00 作者: 泥瓦匠 時(shí)間: 2025-3-24 08:14 作者: pulse-pressure 時(shí)間: 2025-3-24 14:34 作者: 有危險(xiǎn) 時(shí)間: 2025-3-24 18:48 作者: 飛鏢 時(shí)間: 2025-3-24 19:17 作者: 任命 時(shí)間: 2025-3-25 01:34 作者: assent 時(shí)間: 2025-3-25 03:28 作者: Abrade 時(shí)間: 2025-3-25 10:15
Science and Conceptualizations of Naturethe research asked what are the concepts that appear to have scope and force in the thinking on this topic? The answers from the research are stated in assertions that begin in this chapter. The four assertions discussed in Chapter 5 are assertions specifically related to science.作者: Dysplasia 時(shí)間: 2025-3-25 13:27 作者: 陳腐思想 時(shí)間: 2025-3-25 18:41
John D. Lafferty,Daniel N. Rockmorestudy, . are seminal examples. If we may paraphrase and adapt from these scholars, there are voices of people that need to be heard if scholars intend to have a valid understanding of people and their behavior. The feminist scholars were of course seeking ways of making women’s voices heard but the 作者: acrophobia 時(shí)間: 2025-3-25 23:12
The Problem with Exchange Rate Volatilityntal natural science can ever be used to produce general laws of education. Rather, one must come to a greater understanding of what meaning is and how it is created. Similarly, the classroom environment is not to be composed of causal variables which the teacher manipulates to foster learning, but 作者: debble 時(shí)間: 2025-3-26 01:09
P. Bongini,S. Chiarlone,G. Ferrithered via semi-structured interviews that involved elicitation devices (Bliss & Ogborn, 1987; Fetterman, 1989) designed to encourage a person to talk at length about Nature, to “think aloud” about Nature. So as not to lead the interview, the elicitation devices are . prompts; that is, each device p作者: CYN 時(shí)間: 2025-3-26 07:11
Emerging Champions in the Digital Economyjoin scientific knowledge vis-à-vis other domains of knowledge in a discussion about Nature, given that science is unarguably relevant to the topic of Nature; and yet, Nature is a topic that most people do not explicitly associate with science? What are the concepts that appear to have scope and for作者: Root494 時(shí)間: 2025-3-26 11:45 作者: Ceramic 時(shí)間: 2025-3-26 16:39 作者: Metastasis 時(shí)間: 2025-3-26 18:01
Debjyoti Bhattacharjee,Anupam Chattopadhyayscience education should thus seek to scientificalize a student’s world. For the eventual scientific expert this means, “that as expertise is attained, a person restructures his/ her knowledge of the domain into a framework that is based on critical dimensions that facilitate the daily use of that k作者: 很是迷惑 時(shí)間: 2025-3-26 22:16 作者: 含糊 時(shí)間: 2025-3-27 05:05
Worldview Theory and Science Education Researchntal natural science can ever be used to produce general laws of education. Rather, one must come to a greater understanding of what meaning is and how it is created. Similarly, the classroom environment is not to be composed of causal variables which the teacher manipulates to foster learning, but 作者: brother 時(shí)間: 2025-3-27 06:47 作者: 維持 時(shí)間: 2025-3-27 12:30
The Different Worlds of Science Teachers and Their Studentsjoin scientific knowledge vis-à-vis other domains of knowledge in a discussion about Nature, given that science is unarguably relevant to the topic of Nature; and yet, Nature is a topic that most people do not explicitly associate with science? What are the concepts that appear to have scope and for作者: Nmda-Receptor 時(shí)間: 2025-3-27 16:40 作者: 一條卷發(fā) 時(shí)間: 2025-3-27 18:41
Putting Things Togetherkson with one of the students, Patricia. The contrasts are quite plain to see. However, diversity between students and teachers was not the only diversity observed in the study. The study also found remarkable diversity across teachers (as noted in Assertions 14 and 15, pages 85 and 88 respectively)作者: ORE 時(shí)間: 2025-3-27 23:19 作者: Airtight 時(shí)間: 2025-3-28 05:00 作者: 雀斑 時(shí)間: 2025-3-28 09:52 作者: 可以任性 時(shí)間: 2025-3-28 13:10 作者: WITH 時(shí)間: 2025-3-28 16:26
Stating the Assertions, it is worth repeating an earlier suggestion, and that is that the full narratives given in the appendices be read before reading the analysis chapters. Some acquaintance with the narratives will enhance the reader’s participation in the analysis discussion. Here in Chapter 4,1 list the fifteen ass作者: 主講人 時(shí)間: 2025-3-28 22:11
Science and Conceptualizations of Naturecience is unarguably relevant to the topic of Nature; and yet, Nature is a topic that most people do not explicitly associate with science? Moreover, the research asked what are the concepts that appear to have scope and force in the thinking on this topic? The answers from the research are stated i作者: 繁榮地區(qū) 時(shí)間: 2025-3-28 23:12
Gender and Conceptualizations of Naturetion of Nature (Merchant, 1989), upon examining the student narratives one immediately looks for possible gender differences. Do the boys talk about science more than do the girls? Do the girls talk about aesthetics and religion more than do the boys? Are the girls more environmentally sensitive tha作者: notion 時(shí)間: 2025-3-29 03:32 作者: Abjure 時(shí)間: 2025-3-29 10:33 作者: HARP 時(shí)間: 2025-3-29 11:38 作者: Conduit 時(shí)間: 2025-3-29 18:49
