標(biāo)題: Titlebook: Exploring Elementary Science Teaching and Learning in Canada; Christine D. Tippett,Todd M. Milford Book 2023 The Editor(s) (if applicable) [打印本頁(yè)] 作者: 鳴叫大步走 時(shí)間: 2025-3-21 17:16
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書(shū)目名稱(chēng)Exploring Elementary Science Teaching and Learning in Canada讀者反饋
書(shū)目名稱(chēng)Exploring Elementary Science Teaching and Learning in Canada讀者反饋學(xué)科排名
作者: Commentary 時(shí)間: 2025-3-21 20:15
Book 2023 researchers from across the country. We draw on the themes that emerged from our previous book,?.Science Education in Canada: Consistencies, Commonalities, and Distinctions., to guide the structure of this book on elementary science education research. In particular, chapters on science teacher pre作者: exostosis 時(shí)間: 2025-3-22 03:29
1878-0482 de 7.Offers a Canadian perspective on themes of global interThis edited volume showcases current science education research in Canada, from pre-Kindergarten to Grade 7, conducted in Canada by a diverse group of researchers from across the country. We draw on the themes that emerged from our previous作者: 祖?zhèn)?nbsp; 時(shí)間: 2025-3-22 06:17 作者: braggadocio 時(shí)間: 2025-3-22 11:53
High-Performance Computing Using FPGAshenomena as lived in interaction and curiosity. Imagine calling your students to creative action and activism through playmaking to tackle monsters such as climate change, air or water pollution, artificial intelligence, transglobal viruses, urban sprawl, marine life destruction.作者: Ophthalmoscope 時(shí)間: 2025-3-22 16:09 作者: Ophthalmoscope 時(shí)間: 2025-3-22 17:10
Bart R. Zeydel,Vojin G. Oklobdzijaor education approach provides opportunities for students to develop and enact the identified capabilities. This innovative approach to teaching science may provide a loose framework for consideration in other contexts by teachers and theorists who are concerned with the well-being of students.作者: 錯(cuò)誤 時(shí)間: 2025-3-22 22:48 作者: itinerary 時(shí)間: 2025-3-23 04:47
Expanding Vision II of Scientific Literacy with an Indigenous Hawaiian Perspective,ce educator to have a deeper connection and teach from a place of relationality. For the scope of this chapter, I reflect on how forming deep relationships with land and others can help shift how we view and act in the world through science.作者: Generalize 時(shí)間: 2025-3-23 08:48 作者: 清晰 時(shí)間: 2025-3-23 10:16 作者: insidious 時(shí)間: 2025-3-23 17:05 作者: Fantasy 時(shí)間: 2025-3-23 19:13
Providing a Space for Canadian Science Education Research, the country and that showcase a variety of topics explored through a range of methods. The book can be read as a full collection from cover to cover or as a set of individual chapters in isolation. We leave it to individual readers to choose what best suits their needs.作者: Munificent 時(shí)間: 2025-3-23 23:58
,Using Wearable GPS Technology to Explore Children’s Authentic Interest in Nature,icks, berries), and the influence of the diverse topography upon actions (e.g., hills for running, dense forest for hiding). It is important for educators, parents, and policymakers to understand the various aspects of children’s actions in nature when offered choice.作者: 咯咯笑 時(shí)間: 2025-3-24 05:14
978-3-031-23938-0The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl作者: ATRIA 時(shí)間: 2025-3-24 08:32
Exploring Elementary Science Teaching and Learning in Canada978-3-031-23936-6Series ISSN 1878-0482 Series E-ISSN 1878-0784 作者: glowing 時(shí)間: 2025-3-24 11:56 作者: 反饋 時(shí)間: 2025-3-24 15:05
Contemporary Trends and Issues in Science Educationhttp://image.papertrans.cn/e/image/319496.jpg作者: Orchiectomy 時(shí)間: 2025-3-24 19:06
https://doi.org/10.1007/978-3-319-06971-5to the quality of Canada’s education system, which can be compared to that of other nations, viewed as a whole, or dissected into smaller aspects for further examination in macro, meso, and micro analyses. The purpose for this book is to provide a dedicated space that enables a micro analysis by pre作者: Immobilize 時(shí)間: 2025-3-25 00:09
K. Murphy,M. Clint,R. H. Perrottny teachers, especially elementary teachers, find it difficult to implement. One reason for this difficulty is the requirement for more dialogic discourse between the teacher and students. The Steps to Inquiry Framework (SIF) was designed to support teachers learning to implement scientific inquiry 作者: octogenarian 時(shí)間: 2025-3-25 06:04 作者: Hyperalgesia 時(shí)間: 2025-3-25 10:17 作者: 中止 時(shí)間: 2025-3-25 13:12 作者: 行業(yè) 時(shí)間: 2025-3-25 18:43
Tapan K. Sengupta,Pushpender K. Sharmaor, I faced various challenges relating to the intent and design of the course, including what epistemological knowledge and science content and processes these teacher candidates should experience in preparation for engaging their future students. The challenges extended to the instructional activi作者: reflection 時(shí)間: 2025-3-25 21:42
High-Performance Computing with MICprograms (PDPs). One way forward is to use a twenty-first century approach by designing a blended (i.e., online and face-to-face) program. While this approach is not new, this model has not been investigated as part of a large-scale PDP in Canada. This chapter reports on a PDP with a blended design 作者: 謊言 時(shí)間: 2025-3-26 02:29
Springer Series in Advanced Microelectronicserspectives to further extend my understanding of scientific literacy. Specifically, I explore and understand my teaching practices through a . (Indigenous Hawaiian People) perspective of science to build a deeper relational connection between my research work and practice as a scientist and science作者: HEPA-filter 時(shí)間: 2025-3-26 04:59 作者: 制定法律 時(shí)間: 2025-3-26 11:41
Bart R. Zeydel,Vojin G. Oklobdzija as the Capabilities-Development-with-Nature (CDWN) approach, this model is a blend of the inquiry-based Reggio Emilia philosophy and outdoor education. Through the lens of a capabilities approach, the study highlights an outdoor learning practice that provides opportunities for students to develop 作者: 昏暗 時(shí)間: 2025-3-26 16:05
High-Performance Ferrous Alloysd methods approach, I investigated where 7- and 8-year-old children went and what they did in a boreal forest. Data were collected through field notes, interviews, and geospatial technology (i.e., GPS units worn by the children). Key findings from the study included the importance of play as a prima作者: 冷淡一切 時(shí)間: 2025-3-26 20:25 作者: 自然環(huán)境 時(shí)間: 2025-3-26 21:55
https://doi.org/10.1007/978-3-031-23936-6Science Education in Canada; Inclusive Science Education; Science Inquiry in Canada; Technological Prob作者: majestic 時(shí)間: 2025-3-27 01:09 作者: 最后一個(gè) 時(shí)間: 2025-3-27 07:09 作者: 豎琴 時(shí)間: 2025-3-27 09:47 作者: Lamina 時(shí)間: 2025-3-27 13:37
Tensions and Challenges with Engaging Preservice Elementary and Middle Years Teachers in Science Lhing activities, interactions with research scientists, and laboratory and problem-solving activities involving science practice and data literacy skills. The chapter ends with comment concerning the success and possible next steps for the course.作者: Nuance 時(shí)間: 2025-3-27 17:57 作者: 安慰 時(shí)間: 2025-3-28 01:00
,Using Bee-Bots? in Early Learning STEM: An Analysis of Resources,nts. These resources included websites, blogs, news media articles, Pinterest, YouTube videos, and curriculum resources such as Teachers Pay Teachers and Share My Lessons. Our survey of these resources suggests that, although there is a wide variety available in a variety of subject areas, most offe作者: BABY 時(shí)間: 2025-3-28 02:30
Nature Is Our Classroom: Place-Conscious Pedagogy and Elementary Science Education, wonder of place, teachers can expand students’ ecological horizon to encourage care and concern for a global community. This chapter explores a theoretical framework for place-conscious pedagogy in the context of science education and provides a case study of an elementary school in Alberta where t作者: gnarled 時(shí)間: 2025-3-28 09:30 作者: Visual-Field 時(shí)間: 2025-3-28 11:25 作者: Orchiectomy 時(shí)間: 2025-3-28 16:33
Seismic Response Analysis of Infrastructure,g a community of practice, focused on engineering design, between university faculty and elementary teachers can positively impact teacher beliefs and confidence. The research described here provides insights into how a community of practice composed primarily of preservice teachers teaching the des作者: enhance 時(shí)間: 2025-3-28 20:01
Tapan K. Sengupta,Pushpender K. Sharmahing activities, interactions with research scientists, and laboratory and problem-solving activities involving science practice and data literacy skills. The chapter ends with comment concerning the success and possible next steps for the course.作者: defray 時(shí)間: 2025-3-28 23:56 作者: 漸強(qiáng) 時(shí)間: 2025-3-29 06:16
High-Performance System Applications,nts. These resources included websites, blogs, news media articles, Pinterest, YouTube videos, and curriculum resources such as Teachers Pay Teachers and Share My Lessons. Our survey of these resources suggests that, although there is a wide variety available in a variety of subject areas, most offe作者: 機(jī)械 時(shí)間: 2025-3-29 08:08
Billing Processes in Personalized Medicine wonder of place, teachers can expand students’ ecological horizon to encourage care and concern for a global community. This chapter explores a theoretical framework for place-conscious pedagogy in the context of science education and provides a case study of an elementary school in Alberta where t作者: 噱頭 時(shí)間: 2025-3-29 12:15 作者: 無(wú)所不知 時(shí)間: 2025-3-29 17:05 作者: Obstruction 時(shí)間: 2025-3-29 22:17
Changes in Discourse Patterns During Scientific Inquiry: A Co-teaching Model for Teacher Professionny teachers, especially elementary teachers, find it difficult to implement. One reason for this difficulty is the requirement for more dialogic discourse between the teacher and students. The Steps to Inquiry Framework (SIF) was designed to support teachers learning to implement scientific inquiry 作者: kyphoplasty 時(shí)間: 2025-3-30 01:49
Adopting Universal Design for Learning as a Means to Foster Inclusive Science Teaching and Learningher, and an assistant principal as they assessed their inclusive practices using the framework of Universal Design for Learning. In a vignette, we focus on the classroom teacher’s interpretation of Universal Design for Learning and changes in her classroom science practices. Using evidence from teac作者: Cholesterol 時(shí)間: 2025-3-30 05:27
