Titlebook: Education and Technology in Sciences; First International Klinge Orlando Villalba-Condori,Agustín Aduríz-Bra Conference proceedings 2020 S

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書目名稱Education and Technology in Sciences影響因子(影響力)




書目名稱Education and Technology in Sciences影響因子(影響力)學科排名




書目名稱Education and Technology in Sciences網絡公開度




書目名稱Education and Technology in Sciences網絡公開度學科排名




書目名稱Education and Technology in Sciences被引頻次




書目名稱Education and Technology in Sciences被引頻次學科排名




書目名稱Education and Technology in Sciences年度引用




書目名稱Education and Technology in Sciences年度引用學科排名




書目名稱Education and Technology in Sciences讀者反饋




書目名稱Education and Technology in Sciences讀者反饋學科排名

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978-3-030-45343-5Springer Nature Switzerland AG 2020

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Raghavan Narasimhan,Yves Nievergeltf science teachers. Moreover, teachers need competencies for introducing these competencies and for supporting students to develop them. In this chapter, we explore a characterisation of scientific competencies that can be productive for the pre-service teacher education. With such a definition, it

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Complex-Analytic Spaces and Elements, to Robot-Subject Instruction (RSI). This study mainly compares the differences between the two teaching methods of RSI using traditional single subject teaching and STEM cross-disciplinary teaching. Through the data of Unified Theory of Acceptance and Use of Technology (UTAUT) and Course Satisfacti

Functional

https://doi.org/10.1007/b138107anizations (corporate, political, educational and cultural) try to influence readers to think and act in ways that serve their purposes [.]. It has also been emphasized in the ATC21S [.] project as one of the desired outcomes under ‘Ways of thinking’. In this paper, we aim to share about how Design

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