標(biāo)題: Titlebook: Children’s Creative Inquiry in STEM; Karen Janette Murcia,Coral Campbell,Sinead Wilson Book 2022 The Editor(s) (if applicable) and The Aut [打印本頁] 作者: HEM 時間: 2025-3-21 18:02
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書目名稱Children’s Creative Inquiry in STEM讀者反饋學(xué)科排名
作者: 洞察力 時間: 2025-3-21 22:51 作者: Ostrich 時間: 2025-3-22 03:28 作者: Canyon 時間: 2025-3-22 07:57 作者: Gratuitous 時間: 2025-3-22 08:54
Sociocultural Explorations of Science Educationhttp://image.papertrans.cn/c/image/225249.jpg作者: handle 時間: 2025-3-22 13:20 作者: handle 時間: 2025-3-22 18:54
RNA-Protein Interaction Protocolsview of how children’s creative inquiry is conceptualised in the scholarly literature. Creative inquiry is defined as the ability to generate new and alternative ways of addressing problems, answering questions or expressing meaning in the pursuit of learning. 206 studies were screened and 78 includ作者: Watemelon 時間: 2025-3-22 23:14 作者: 肉體 時間: 2025-3-23 03:14 作者: 場所 時間: 2025-3-23 07:46 作者: Alienated 時間: 2025-3-23 13:11 作者: 壓艙物 時間: 2025-3-23 14:27
Inbuilt Errors Not Yet Correctedidence and capabilities to apply new skills in novel contexts. Within STEM environments, children learn how STEM claims are generated, evaluated and shared and inquiry provides opportunities for learners to question their own ideas and thinking. The Rocard report (2007) recognised that inquiry devel作者: paragon 時間: 2025-3-23 19:04 作者: 強壯 時間: 2025-3-23 22:14
Wenyi Gu,Lisa Putral,Nigel McMillane creative environment and activity design provoked learning by promoting dynamic interactions between ideas, objects, children and adults. The pedagogical framework we adopted underpins internationally recognised Early Childhood Education (ECE) approaches (e.g., Reggio Emilia and Free Play approach作者: 有限 時間: 2025-3-24 02:56
https://doi.org/10.1007/978-1-0716-1633-8d teachers’ support for STEM enquiry-based learning. It discusses these perspectives via a curriculum analysis, meta-analysis, and practice record analysis..First, the curriculum analysis explores these two perspectives in creative STEM enquiries in early childhood education in Japan. Second, the me作者: 量被毀壞 時間: 2025-3-24 09:38
Hiroaki Kodama,Atsushi Komaminees. Bush kindergartens (often known as ‘Bush Kinders’) are a place that provides an adaptation of the European forest school movement to suit Australian conditions and culture. In this informal setting, children’s play provides prospects for creative thinking and learning. The research noted science作者: 消耗 時間: 2025-3-24 14:43 作者: 責(zé)任 時間: 2025-3-24 17:54 作者: 敏捷 時間: 2025-3-24 20:22
Myon-Hee Lee Ph.D.,Dong Suk Yoon curiosity and motivation to learn educators must provide potentiating environments in which they can work creatively to apply their knowledge and skills (Claxton & Carr, Early Years Int J Res Dev 24(1): 87–97, 2004). In this chapter the researcher outlines a teaching initiative ‘da Vinci’s Apprenti作者: 影響 時間: 2025-3-25 00:58
RNAi and Small Regulatory RNAs in Stem Cellss with issues about what science is, how scientific knowledge is developed and in what ways humans are involved in these processes. The teaching of such issues to older students has been extensively investigated, but research on NOS in ECE is extremely limited. The idea of the project was to explore作者: GULLY 時間: 2025-3-25 05:04
Gang-Ming Zou,Cynthia LeBron,Yumei Fueering and mathematics [STEM]. STEM approaches have achieved increasing prominence in the Australian educational context in recent years, due to the perceived benefits of improving student creativity and innovation, as well as the potential enhancement of Australia’s performance in international tes作者: SOBER 時間: 2025-3-25 08:23
Phong Trang,Adam Smith,Fenyong Liungs as to how children think creatively and learn through cross-disciplinary STEM inquiry approaches. Creativity is viewed as a socio-cultural, everyday process displayed in inquiry learning that can be experienced by children through free play or play-based learning, guided or led by early years educators, teachers and families.作者: miracle 時間: 2025-3-25 13:25 作者: LATHE 時間: 2025-3-25 17:29
Viral and Cellular Proteins Interactnts. This chapter draws on two UK curriculum programmes: the . (GSSfS) and . (TAPS). By synthesizing findings, this chapter provides research-informed and practical suggestions to consider how a balance can be found between children’s creativity, curriculum objectives and assessment requirements.作者: Malfunction 時間: 2025-3-25 20:21
Introduction,ngs as to how children think creatively and learn through cross-disciplinary STEM inquiry approaches. Creativity is viewed as a socio-cultural, everyday process displayed in inquiry learning that can be experienced by children through free play or play-based learning, guided or led by early years educators, teachers and families.作者: 道學(xué)氣 時間: 2025-3-26 03:31 作者: TAG 時間: 2025-3-26 06:24 作者: 旋轉(zhuǎn)一周 時間: 2025-3-26 12:23
2731-0248 ary pedagogical approaches to children’s creative STEM inquiThis edited volume brings together international research that explores children’s creativity in STEM inquiry. It takes the position that creativity is relevant in all aspects of life and is essential for adaptable and innovative thinking. 作者: intoxicate 時間: 2025-3-26 15:15
Book 2022s relevant in all aspects of life and is essential for adaptable and innovative thinking. The research informed content of the book, highlights both challenges and opportunities for growing children’s creativity. The book focuses on fostering children’s creativity and natural curiosity in the world 作者: 隱語 時間: 2025-3-26 16:47 作者: 深淵 時間: 2025-3-27 00:13
Book 2022children have the resources, conditions and opportunities for acting and thinking creatively.?.The book provides a lens for looking at children’s creativity in a range of different cultural settings. It offers insight and guidance to future research and will build educators’ capacity for developing 作者: 不可比擬 時間: 2025-3-27 02:47 作者: intricacy 時間: 2025-3-27 08:24
Developing Children’s Questioning Skills for Inquiry in STEMuestions. The analysis of the questions generated by the children during the different inquiry cycles suggests that the approach presented here has fostered not only the children’s general curiosity, but also their ability to formulate empirically answerable questions that can effectively drive inqu作者: 想象 時間: 2025-3-27 10:06 作者: CYT 時間: 2025-3-27 14:28
Working with Inquiry Activities to Encourage Creative Thinking early years settings. In Paige-Smith A, Craft A (eds) Developing reflective practice in the early years (2). Open University Press, pp 93–107, (2011)) through inquiry activities that encouraged discursive, negotiated classrooms, resulting in learners being better able to govern their own thinking. 作者: Minuet 時間: 2025-3-27 20:26 作者: Anecdote 時間: 2025-3-27 22:15
‘Creatively’ Using Pre-School Children’s Natural Creativity as a Lever in STEM Learning Through Playties, seeking to describe the children’s innate recourses used to think and work in creative ways and their ability to invent creative, or alternative ways to explain, express, communicate, and represent their understandings in STEM disciplines; while approaching challenges and problems creatively. 作者: 套索 時間: 2025-3-28 04:20 作者: FLAGR 時間: 2025-3-28 07:14
Bush Kinders in Australia: A Creative Place for Outdoor STEM Learning to solve science and STEM problems. This chapter, using current theories related to creative play, also provides insight into how enhancing the environment enables children creativity to be further developed. It advocates for bush kinders as a place where creativity and learning are closely aligned作者: Host142 時間: 2025-3-28 13:43 作者: arrhythmic 時間: 2025-3-28 16:17
From Slavery to Scientist: Dramatising a Historical Story to Creatively Engage Learners in Resolvingxed methods to collect the impact data. Data collected included field notes, informal discussions, interviews and questionnaires. Scrutiny of the data suggested that by participating in dramatised activities, learning became more meaningful for the children as they empathised with Carver’s situation作者: 無聊點好 時間: 2025-3-28 22:28 作者: 向外才掩飾 時間: 2025-3-29 02:20 作者: Receive 時間: 2025-3-29 06:20
Taking STEM to STEAM and Enhancing CreativityAustralia, 2017). This chapter discusses the benefits and challenges of STEAM approaches and examines some of the issues with implementing a whole-school approach to STEAM. It will consider key literature in relation to pedagogical approaches, teacher development and the influence of STEAM approache作者: hurricane 時間: 2025-3-29 07:50
RNA-Protein Interaction Protocolsivity or inquiry. Barriers to creativity in education are identified, including a rhetoric-reality rift, and challenges in navigating the dynamic interplay between teacher creativity and child creativity, and between children’s creative thought and action. Finally, implications for future educationa作者: 補角 時間: 2025-3-29 13:18
RNA-Directed Recombination of RNA In Vitro,uestions. The analysis of the questions generated by the children during the different inquiry cycles suggests that the approach presented here has fostered not only the children’s general curiosity, but also their ability to formulate empirically answerable questions that can effectively drive inqu作者: 籠子 時間: 2025-3-29 16:30 作者: 精致 時間: 2025-3-29 21:30
Inbuilt Errors Not Yet Corrected early years settings. In Paige-Smith A, Craft A (eds) Developing reflective practice in the early years (2). Open University Press, pp 93–107, (2011)) through inquiry activities that encouraged discursive, negotiated classrooms, resulting in learners being better able to govern their own thinking. 作者: 健談的人 時間: 2025-3-30 01:46 作者: Control-Group 時間: 2025-3-30 06:39
Wenyi Gu,Lisa Putral,Nigel McMillanties, seeking to describe the children’s innate recourses used to think and work in creative ways and their ability to invent creative, or alternative ways to explain, express, communicate, and represent their understandings in STEM disciplines; while approaching challenges and problems creatively. 作者: 簡潔 時間: 2025-3-30 12:00 作者: 刻苦讀書 時間: 2025-3-30 14:28
