標(biāo)題: Titlebook: Exploring Elementary Science Teaching and Learning in Canada; Christine D. Tippett,Todd M. Milford Book 2023 The Editor(s) (if applicable) [打印本頁(yè)] 作者: foresight 時(shí)間: 2025-3-21 19:04
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作者: somnambulism 時(shí)間: 2025-3-21 20:15
https://doi.org/10.1007/978-3-319-97067-7ny teachers, especially elementary teachers, find it difficult to implement. One reason for this difficulty is the requirement for more dialogic discourse between the teacher and students. The Steps to Inquiry Framework (SIF) was designed to support teachers learning to implement scientific inquiry 作者: ELATE 時(shí)間: 2025-3-22 04:00
JinRong Wang,Michal Fe?kan,Yong Zhouher, and an assistant principal as they assessed their inclusive practices using the framework of Universal Design for Learning. In a vignette, we focus on the classroom teacher’s interpretation of Universal Design for Learning and changes in her classroom science practices. Using evidence from teac作者: Hippocampus 時(shí)間: 2025-3-22 07:34 作者: nuclear-tests 時(shí)間: 2025-3-22 11:21
Optimal Harvesting: Age Dependencens while working during their preservice years for an after-school and summer bridging program called . that ran from 2009 to 2019. The chapter first describes the process used in . to plan and explore pedagogy in engineering education with young children and explains how the preservice teachers bec作者: 拍翅 時(shí)間: 2025-3-22 14:43 作者: 拍翅 時(shí)間: 2025-3-22 18:48 作者: BLANK 時(shí)間: 2025-3-22 21:19
Juha Jeronen,Tytti Saksa,Tero Tuovinenerspectives to further extend my understanding of scientific literacy. Specifically, I explore and understand my teaching practices through a . (Indigenous Hawaiian People) perspective of science to build a deeper relational connection between my research work and practice as a scientist and science作者: 正常 時(shí)間: 2025-3-23 04:45 作者: 跳脫衣舞的人 時(shí)間: 2025-3-23 08:17 作者: creatine-kinase 時(shí)間: 2025-3-23 13:43
Constitutive Equations: General Principles,d methods approach, I investigated where 7- and 8-year-old children went and what they did in a boreal forest. Data were collected through field notes, interviews, and geospatial technology (i.e., GPS units worn by the children). Key findings from the study included the importance of play as a prima作者: LAST 時(shí)間: 2025-3-23 14:57 作者: boisterous 時(shí)間: 2025-3-23 19:50
Christine D. Tippett,Todd M. MilfordFocuses on teaching and learning science at the elementary level.Describes science education research in Canada from Pre-Kindergarten to Grade 7.Offers a Canadian perspective on themes of global inter作者: 自作多情 時(shí)間: 2025-3-24 00:08
Contemporary Trends and Issues in Science Educationhttp://image.papertrans.cn/f/image/320291.jpg作者: Daily-Value 時(shí)間: 2025-3-24 03:24
978-3-031-23938-0The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl作者: prosperity 時(shí)間: 2025-3-24 08:22
Exploring Elementary Science Teaching and Learning in Canada978-3-031-23936-6Series ISSN 1878-0482 Series E-ISSN 1878-0784 作者: 過(guò)分自信 時(shí)間: 2025-3-24 12:57
https://doi.org/10.1007/978-3-031-23936-6Science Education in Canada; Inclusive Science Education; Science Inquiry in Canada; Technological Prob作者: Androgen 時(shí)間: 2025-3-24 16:12
Providing a Space for Canadian Science Education Research,to the quality of Canada’s education system, which can be compared to that of other nations, viewed as a whole, or dissected into smaller aspects for further examination in macro, meso, and micro analyses. The purpose for this book is to provide a dedicated space that enables a micro analysis by pre作者: monochromatic 時(shí)間: 2025-3-24 19:22 作者: VOK 時(shí)間: 2025-3-25 00:18
Adopting Universal Design for Learning as a Means to Foster Inclusive Science Teaching and Learningher, and an assistant principal as they assessed their inclusive practices using the framework of Universal Design for Learning. In a vignette, we focus on the classroom teacher’s interpretation of Universal Design for Learning and changes in her classroom science practices. Using evidence from teac作者: OPINE 時(shí)間: 2025-3-25 03:45 作者: 豐富 時(shí)間: 2025-3-25 07:29 作者: FICE 時(shí)間: 2025-3-25 11:44 作者: 小步舞 時(shí)間: 2025-3-25 19:24
Professional Learning Using a Blended-Learning Approach with Elementary Teachers Who Teach Science:programs (PDPs). One way forward is to use a twenty-first century approach by designing a blended (i.e., online and face-to-face) program. While this approach is not new, this model has not been investigated as part of a large-scale PDP in Canada. This chapter reports on a PDP with a blended design 作者: BOGUS 時(shí)間: 2025-3-25 22:41 作者: CUMB 時(shí)間: 2025-3-26 02:34 作者: 潛移默化 時(shí)間: 2025-3-26 07:52
,Connecting Children to Nature Through Scientific Inquiry: The Impact on Children’s Well-Being, as the Capabilities-Development-with-Nature (CDWN) approach, this model is a blend of the inquiry-based Reggio Emilia philosophy and outdoor education. Through the lens of a capabilities approach, the study highlights an outdoor learning practice that provides opportunities for students to develop 作者: BLINK 時(shí)間: 2025-3-26 10:26
,Using Wearable GPS Technology to Explore Children’s Authentic Interest in Nature,d methods approach, I investigated where 7- and 8-year-old children went and what they did in a boreal forest. Data were collected through field notes, interviews, and geospatial technology (i.e., GPS units worn by the children). Key findings from the study included the importance of play as a prima作者: evince 時(shí)間: 2025-3-26 14:25 作者: 世俗 時(shí)間: 2025-3-26 20:14
Book 2023 researchers from across the country. We draw on the themes that emerged from our previous book,?.Science Education in Canada: Consistencies, Commonalities, and Distinctions., to guide the structure of this book on elementary science education research. In particular, chapters on science teacher pre作者: Accede 時(shí)間: 2025-3-26 23:42
https://doi.org/10.1007/978-1-4757-3397-6 the country and that showcase a variety of topics explored through a range of methods. The book can be read as a full collection from cover to cover or as a set of individual chapters in isolation. We leave it to individual readers to choose what best suits their needs.作者: extract 時(shí)間: 2025-3-27 05:01 作者: 禮節(jié) 時(shí)間: 2025-3-27 09:04
Providing a Space for Canadian Science Education Research, the country and that showcase a variety of topics explored through a range of methods. The book can be read as a full collection from cover to cover or as a set of individual chapters in isolation. We leave it to individual readers to choose what best suits their needs.作者: Dna262 時(shí)間: 2025-3-27 12:26 作者: 值得 時(shí)間: 2025-3-27 15:02
1878-0482 de 7.Offers a Canadian perspective on themes of global interThis edited volume showcases current science education research in Canada, from pre-Kindergarten to Grade 7, conducted in Canada by a diverse group of researchers from across the country. We draw on the themes that emerged from our previous作者: neutralize 時(shí)間: 2025-3-27 18:37 作者: sacrum 時(shí)間: 2025-3-28 00:42
https://doi.org/10.1007/978-3-319-38869-4henomena as lived in interaction and curiosity. Imagine calling your students to creative action and activism through playmaking to tackle monsters such as climate change, air or water pollution, artificial intelligence, transglobal viruses, urban sprawl, marine life destruction.作者: 不透明 時(shí)間: 2025-3-28 03:21 作者: 外表讀作 時(shí)間: 2025-3-28 08:14
Jerry J. Batzel,Mostafa Bachar,Franz Kappelor education approach provides opportunities for students to develop and enact the identified capabilities. This innovative approach to teaching science may provide a loose framework for consideration in other contexts by teachers and theorists who are concerned with the well-being of students.作者: 甜得發(fā)膩 時(shí)間: 2025-3-28 11:29
Science in the Spotlight: What Are Monsters Made of? (A Performative Inquiry),henomena as lived in interaction and curiosity. Imagine calling your students to creative action and activism through playmaking to tackle monsters such as climate change, air or water pollution, artificial intelligence, transglobal viruses, urban sprawl, marine life destruction.作者: 通情達(dá)理 時(shí)間: 2025-3-28 17:21 作者: 新奇 時(shí)間: 2025-3-28 21:34 作者: Narrative 時(shí)間: 2025-3-29 01:49
Adopting Universal Design for Learning as a Means to Foster Inclusive Science Teaching and Learningus on the classroom teacher’s interpretation of Universal Design for Learning and changes in her classroom science practices. Using evidence from teaching and student experiences, we found that Universal Design for Learning was a viable framework for designing inquiry lessons and a way to create more inclusive science classrooms.作者: 削減 時(shí)間: 2025-3-29 04:52 作者: 舞蹈編排 時(shí)間: 2025-3-29 09:37 作者: arrogant 時(shí)間: 2025-3-29 12:27 作者: Grievance 時(shí)間: 2025-3-29 17:45
Professional Learning Using a Blended-Learning Approach with Elementary Teachers Who Teach Science:thods approach, our evaluation research documented minor changes in elementary teachers’ views and practices with respect to the targeted innovative instructional practices. By synthesizing our findings within the current extant literature, we provide specific recommendations for future PDP designer作者: 尊重 時(shí)間: 2025-3-29 22:25 作者: 符合你規(guī)定 時(shí)間: 2025-3-30 00:47
Nature Is Our Classroom: Place-Conscious Pedagogy and Elementary Science Education, wonder of place, teachers can expand students’ ecological horizon to encourage care and concern for a global community. This chapter explores a theoretical framework for place-conscious pedagogy in the context of science education and provides a case study of an elementary school in Alberta where t
