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Titlebook: Inquiry into the Singapore Science Classroom; Research and Practic Aik-Ling Tan,Chew-Leng Poon,Shirley S.L. Lim Book 2014 Springer Science+

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發(fā)表于 2025-3-21 18:57:00 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書(shū)目名稱Inquiry into the Singapore Science Classroom
副標(biāo)題Research and Practic
編輯Aik-Ling Tan,Chew-Leng Poon,Shirley S.L. Lim
視頻videohttp://file.papertrans.cn/468/467673/467673.mp4
概述Features a comprehensive collection of work on science pedagogy and classroom practices in the Singapore context.Provides a spectrum of Singapore’s science educational practices through all levels of
叢書(shū)名稱Education Innovation Series
圖書(shū)封面Titlebook: Inquiry into the Singapore Science Classroom; Research and Practic Aik-Ling Tan,Chew-Leng Poon,Shirley S.L. Lim Book 2014 Springer Science+
描述.This book offers an?insight into the research and practices of science teaching and learning in the Singapore classroom, with particular attention paid to how they map on to science as inquiry. It provides a spectrum of Singapore’s science educational practices through all levels of its education system, detailing both successes and shortcomings..The book features a collection of research and discourse by science educators in Singapore, organized around four themes that are essential components of approaching science as inquiry: teachers’ ideas and their practices, opportunities and constraints?from a systemic level, students’ competencies and readiness to learn through inquiry and the need for greater awareness of the role of informal learning avenues in science education. In addition, the discourse within each theme is enriched by commentary from a leading international academic, which helps to consolidate ideas as well as position the issues within a wider theoretical and international context..Overall, the papers set out important contexts for readers to understand the current state of science education in Singapore. They also highlight strengths and?gaps in practices of scien
出版日期Book 2014
關(guān)鍵詞Informal Science Learning; Inquiry based science; Science as Inquiry; Singapore Science Classroom Pract
版次1
doihttps://doi.org/10.1007/978-981-4585-78-1
isbn_softcover978-981-10-1339-3
isbn_ebook978-981-4585-78-1Series ISSN 2211-4874 Series E-ISSN 2211-4882
issn_series 2211-4874
copyrightSpringer Science+Business Media Singapore 2014
The information of publication is updating

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978-981-10-1339-3Springer Science+Business Media Singapore 2014
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Inquiry into the Singapore Science Classroom978-981-4585-78-1Series ISSN 2211-4874 Series E-ISSN 2211-4882
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Design and Implementation of the National Primary Science Curriculum: A Partnership Approach in Sinects are electives. The science curriculum undergoes a 6-year review cycle, with an intermediate third-year review to ensure currency of the curriculum. In this chapter, we present a partnership framework for curriculum design and implementation that fosters close collaboration among curriculum deve
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Transforming Science Education by Expanding Teacher and Student Collaboration,acted as stipulated. Not surprisingly, enacted curricula are resilient, do not change easily, and are radically dependent on continuously changing structures associated with material, symbolic, and social resources. In this chapter I advocate collaborative approaches to teaching and learning in whic
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The Development and Implementation of a Guided-Inquiry Curriculum for Secondary School Physics,e 2005 to help teachers teach physics in a way that emphasises the development of fundamental concepts and reasoning skills through first-hand laboratory-based experiences. A key question for us is whether the success of the PbI curriculum and approach for teacher preparation could be transferred to
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