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

失誤

冷峻

易于出錯(cuò)

Trigger-Point

語(yǔ)言學(xué)

depreciate

,Teachers’ Ideas and Concerns with Assessment Practices in Inquiry Science, raised the concerns of the low level of teachers’ understanding of the principles related to formative assessment and the perceived conflicts with summative assessment requirements and their practices of science as inquiry in the classrooms.

colloquial

The Development and Implementation of a Guided-Inquiry Curriculum for Secondary School Physics,econdary school which involved eight teachers and over 1,000 students from three cohorts of secondary one (grade 7) classes. The data sources for this study included notes from interactions with teachers, classroom observations, pretests, posttests, surveys and interviews. We report on the effective

IRATE

止痛藥

Teaching Inquiry: Global Influences and Local Responses,t, among the teachers’ consideration, there was a lack of systematic and conscious thought about enactment of formative assessment in the classroom. The teachers also showed a lack of understanding about the use of formative assessment as a process to develop students working conceptions of science

Anthology