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Titlebook: A Diversity of Pathways Through Science Education; Yann Shiou Ong,Timothy Ter Ming Tan,Yew-Jin Lee Book 2024 The Editor(s) (if applicable)

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發(fā)表于 2025-3-21 17:39:46 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
期刊全稱A Diversity of Pathways Through Science Education
影響因子2023Yann Shiou Ong,Timothy Ter Ming Tan,Yew-Jin Lee
視頻videohttp://file.papertrans.cn/168/167019/167019.mp4
發(fā)行地址Presents the work of academics who contributed their work at the International Science Education Conference.Proposes an approach for integrating technology in science curriculum.Uncovers trends in inf
圖書封面Titlebook: A Diversity of Pathways Through Science Education;  Yann Shiou Ong,Timothy Ter Ming Tan,Yew-Jin Lee Book 2024 The Editor(s) (if applicable)
影響因子.This book presents the work of academics who contributed their work at the International Science Education Conference (ISEC) 2021, in alignment with the conference theme ‘20/20 Vision for Science Education Research.‘ Collectively, the chapters aim to evoke intellectual dialogues on current and future trends in science education. It features chapters that are grouped thematically into three sections: Questions and Questioning in Science/STEM education, Developing Science Teaching and Assessment, and History, Philosophy, and Sociology of Science/Engineering, and Informal Learning.?..Through the various sections, the book presents empirical studies in science and engineering classrooms or laboratories, puts forward a framework for problem-based learning, provides an account of a prominent scientist’s efforts in promoting practical science through analysis of historical documents, and uncovers trends??in informal science learning space research through a review of literature. Each section is introduced by a commentary with further insights and thought-provoking questions on ideas raised in the chapters. The book also includes a ‘Notes to Our Future Colleagues‘ section in each chapter,
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Primary School Students’ Understanding of Posing Questions for Scientific Inquirycs. The participants were able to identify researchable questions when mixed with non-researchable questions. There was no statistical difference in the identification of researchable questions among the participants from both grades. It appeared that it was fairly easy for students to identify thes
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Epistemic Growth in Students’ Understanding and Concern About Trust: A Practice-Oriented Approach toabout trust in science. Here, 73 undergraduate students enrolled in a general education course on making sense of science-related social issues participated in this study. Reflective journals were used to chart participants’ epistemic growth. Findings revealed an increased understanding and concern
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Commentary for Part II: Two Fundamental Pillars in Science Educationar settled or closed to further interpretation (Deleuze and Guattari, A thousand plateaus: capitalism and schizophrenia, The Athlone Press, London, 1988). Hence, there are no closures because this interrupting process opens up new possibilities, visions, and relations that enrich life. For he and hi
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Enhancing Science Teachers’ Language Awareness with the Use of a Content-Language Integrated Framewots’ ability in writing scientific texts. Analysis of videos and transcripts of science lessons revealed three main ways in which the teachers adapted this framework to clarify the criteria for successful writing as well as provide feedback in their Grade 10 classrooms. Their instructional uses of th
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Integrated Science, Technology, Engineering, and Mathematics—Problem-Based Learning—Education for Sund investigating student learning in areas such as conceptual understanding, creativity, and their knowledge, attitudes, and behaviors towards sustainable development. Additionally, it serves as a study model for investigating the effects of the abovementioned variables. Because this study is limite
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