Titlebook: Using Multimodal Representations to Support Learning in the Science Classroom; Brian Hand,Mark McDermott,Vaughan Prain Book 2016 Springer

故意釣到白楊

喃喃訴苦

Constructing Representations to Learn Science,onstitute scientific understanding, less has been paid to the active construction of representations as part of a science inquiry process. This chapter describes the development, over a decade, of major Australian research projects involving researchers from five universities exploring a guided inqu

閑聊

拱形面包

Using a Framing Analysis to Elucidate Learning from a Pedagogy of Student-Constructed Representatioesearch (Tang et al. .(2), 305–326, 2014). The key suggestion for effective science pedagogy drawn from such studies is that student-generated representations better support development of scientific understandings (Hubber et al. .(1), 5–28, 2010; Tytler and Prain .(15), 2055–2078, 2010; Waldrip et

挑剔為人

NIL

Book 2016entations as a part of effective science education pedagogy and the pragmatic application of research findings to actual classroom settings.?Intended for a wide ranging audience from science education faculty members and researchers to classroom teachers, school administrators, and curriculum develo

monopoly

biotic environ- ments has justified the present triumvirate of specialized publications in this field: comprehensive reviews, rapidly published progress reports, and archival documentations. These three publications are integrated and scheduled to pro- vide in international communication the coheren

invulnerable

不溶解

銼屑

Sakari Tolppanen,Toni Rantaniitty,Maija Akselabiotic environ- ments has justified the present triumvirate of specialized publications in this field: comprehensive reviews, rapidly published progress reports, and archival documentations. These three publications are integrated and scheduled to pro- vide in international communication the coheren