Titlebook: Exploration and Meaning Making in the Learning of Science; Bernard Zubrowski Book 2009 Springer Science+Business Media B.V. 2009 Curriculu

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Play and Variations in Explorations and Representations: The Stereoscopic Principle and Montage in ildren will sometimes spend 5 hour playing there, with different ways of blowing bubbles having several different activities. In the context of museum visits this is a very long time to spend at one exhibit. Once, while videotaping activities at the exhibit I recorded the explorations of an 11-year-

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The Role of Metaphor, Models, and Analogies in Science Education,been set up for the students to do extended observations of goldfish, tadpoles, crayfish, and snails. One container was 8 ft long, 10 in. wide, and 8 in. deep. Because of the size of the container, students could observe where the organisms spent most of their time. In the process, students discover

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代理人

The Body Image and Feelings in Science Learning,ke a difference in the performance of the model. A boy held a bucket of water while standing on a table to carry out this test. Water flowed through the tubing splashing onto the wheel giving results that were satisfying to the students.

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originality

The Role of Metaphor, Models, and Analogies in Science Education,r. In the spring they studied and discussed the behavior of the same organisms in short unedited videos. The overall goal was to provide for the students an extended time so that they could observe changing behaviors in the organisms not easily seen in a shorter time span. The students made drawings

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箴言

https://doi.org/10.1007/978-3-319-01806-5hers who represented a range of thinking about ways of engaging elementary school children in effective science education. In looking through the various curriculum guides generated through this project one can see this range of pedagogy in practical terms. Some are very open-ended leaving a great d