调整
发表于 2025-3-28 16:02:59
Springer-Verlag US 2010
一再遛
发表于 2025-3-28 21:07:43
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obviate
发表于 2025-3-29 02:24:39
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COUCH
发表于 2025-3-29 05:09:40
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摘要记录
发表于 2025-3-29 09:43:44
Wei-Peng Chen,Huimin Chung,Keng-Yu Ho,Tsui-Ling Hsuan adult (e.g., a preschool teacher, acting as a more experienced peer) and a child. How the encounter plays out in a concrete sense is critical for understanding what opportunities children are given and what kind of support they receive during their learning of science. A cultural-historical persp
Proponent
发表于 2025-3-29 14:17:46
Wei-Peng Chen,Huimin Chung,Keng-Yu Ho,Tsui-Ling Hsu discussion presented revolves around a theoretical presentation of communication and re-analyses of empirical data from published research on children’s reasoning and understanding. Through this analysis, the chapter examines how images of children’s competences in research are produced. The chapte
心胸狭窄
发表于 2025-3-29 18:22:52
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攀登
发表于 2025-3-29 23:07:11
Cheng-Few Lee,Alice C. Lee,John Lees a way of conceptualizing how young children and teachers can interact to support science learning. The literature is examined in order to determine what science learning is possible through the different areas within the outdoor area, and the different areas within the centre. The concept of scien
暴露他抗议
发表于 2025-3-30 02:25:09
Cheng-Few Lee,Joseph E. Finnerty,Hong-Yi Chenural basis of those inequalities. In response to this imperative, we sought to frame both the research methodology and the curriculum within concepts of social justice, and this is articulated in the introduction to the chapter. However, it has rightly been described as a ‘slippery’ term (Atkins & D
青春期
发表于 2025-3-30 04:51:36
Cheng-Few Lee,Joseph E. Finnerty,Donald H. Worthe UK from the new vocationalism, through Foundation GNVQ to more contemporary programmes, drawing comparisons with similar provision internationally (e.g. VETiS in Australia), highlighting both the multiple critiques (e.g. Sikes and Taylor 1987; Tomlin