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Science Education
Référence : Vol. 99, n°5, septembre 2015
- Toward a Descriptive Science of Teaching: How the TDOP Illuminates the Multidimensional Nature of Active Learning in Postsecondary Classrooms, MATTHEW T. HORA
- Do Inquiring Minds Have Positive Attitudes? The Science Education of Preservice Elementary Teachers, CATHERINE RIEGLE-CRUMB, KARISMA MORTON, CHELSEA MOORE, ANTONIA CHIMONIDOU, CYNTHIA LABRAKE and SACHA KOPP
- Exploring Teacher Intervention in the Intersection of Digital Resources, Peer Collaboration, and Instructional Design, TORUNN AA. STRØMME and ANNIKEN FURBERG
- Supporting Preservice Science Teachers' Ability to Attend and Respond to Student Thinking by Design , HOSUN KANG and CHARLES W. ANDERSON
- Science Teaching Reform Through Professional Development: Teachers’ Use of a Scientific Classroom Discourse Community Model, ELIZABETH B. LEWIS, DALE R. BAKER and BRANDON A. HELDING
- Preservice Teachers Developing Coherent Inquiry Investigations in Elementary Astronomy, JULIA D. PLUMMER and ARZU TANIS OZCELIK
- Promoting Conceptual Coherence Within Context-Based Biology Education, MICHA H. J. UMMELS, MARCEL J. A. KAMP, HANS DE KROON and KERST TH. BOERSMA
- The Use of Modeling-Based Text to Improve Students' Modeling Competencies, JING-PING JONG, MEI-HUNG CHIU and SHIAO-LAN CHUNG
Informations complémentaires :
http://onlinelibrary.wiley.com/.../issuetoc?campaign=woletoc
catégorie(s) : théorie de l'éducation
