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Titlebook: Insights from Research in Science Teaching and Learning; Selected Papers from Nicos Papadouris,Angela Hadjigeorgiou,Constantinos Book 2016

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發(fā)表于 2025-3-21 18:35:36 | 只看該作者 |倒序瀏覽 |閱讀模式
書目名稱Insights from Research in Science Teaching and Learning
副標(biāo)題Selected Papers from
編輯Nicos Papadouris,Angela Hadjigeorgiou,Constantinos
視頻videohttp://file.papertrans.cn/468/467840/467840.mp4
概述Explores a broad range of issues within science education.Reports on topical science education research in Europe.Covers a variety of research traditions
叢書名稱Contributions from Science Education Research
圖書封面Titlebook: Insights from Research in Science Teaching and Learning; Selected Papers from Nicos Papadouris,Angela Hadjigeorgiou,Constantinos Book 2016
描述.This book includes studies that represent the state of the art in science education research?and convey a sense of the variation in educational traditions around the world. The papers are organized into six main sections: science teaching processes, conceptual understanding, reasoning strategies, early years science education, and affective and social aspects of science teaching and learning. The volume features 18 papers, selected from the most outstanding papers presented during the 10th European Science Education Research Association (ESERA) Conference, held in Nicosia, Cyprus, in September 2013. The theme of the conference was “Science Education Research for Evidence-based Teaching and Coherence in Learning”. The studies presented underline aspects of great relevance in contemporary science education: the need to reflect on different approaches to enhance our knowledge of learning processes and the role of context, designed or circumstantial, formal or non-formal, in learning and instruction. These studies are innovative in the issues they explore, the methods they use, or the ways in which emergent knowledge in the field is represented. The book?is of interest to science educ
出版日期Book 2016
關(guān)鍵詞Conceptual understanding; Early years science education; Inquiry learning; PCK; Pedagogical content know
版次1
doihttps://doi.org/10.1007/978-3-319-20074-3
isbn_softcover978-3-319-37048-4
isbn_ebook978-3-319-20074-3Series ISSN 2213-3623 Series E-ISSN 2213-3631
issn_series 2213-3623
copyrightSpringer International Publishing Switzerland 2016
The information of publication is updating

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Insights from Research in Science Teaching and Learning978-3-319-20074-3Series ISSN 2213-3623 Series E-ISSN 2213-3631
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發(fā)表于 2025-3-22 07:26:36 | 只看該作者
Nicos Papadouris,Angela Hadjigeorgiou,ConstantinosExplores a broad range of issues within science education.Reports on topical science education research in Europe.Covers a variety of research traditions
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Contributions from Science Education Researchhttp://image.papertrans.cn/i/image/467840.jpg
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How Does Knowledge Live in a Classroom?ng the class as a group and of taking into account the contingency of these concepts. The didactic contract and normative identity or model of identity are specific to classroom situations and evolve in the classroom with time. Among the differences, we note the historical evolution of the didactic
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Can the Principles of Topic-Specific PCK Be Applied Across Science Topics? Teaching PCK in a Pre-Serhat the students were able to apply the approach taught to them for chemical equilibrium and displayed newly developed PCK in the topic taught. The study demonstrates that focus on developing PCK using the principles of pedagogical transformation in a single topic in a methodology course will enable
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The Efficacy of Visuohaptic Simulations in Teaching Concepts of Thermal Energy, Pressure, and Randomdents in the visuohaptic group reported that the investigation was highly interesting and enabled them to better understand particle motion as well as visualize movement. The role of haptic instructional technologies as tools to teach micro- and human-scale phenomena is discussed.
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