anchor
发表于 2025-3-26 22:24:11
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FLAG
发表于 2025-3-27 01:56:28
Developing Student-Centered Teaching Beliefs Through Knowledge Building Among Prospective Teachersde a belief survey, student discourses recorded in an online database, and student teaching practices that were videotaped. Results indicated that the teaching practice of teacher-education students generally became more adaptive, their teaching strategies became progressively diversified, and, more
Indelible
发表于 2025-3-27 07:12:55
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欢乐中国
发表于 2025-3-27 10:53:43
Knowledge Building Pedagogy and Teachers’ Technological Pedagogical Content Knowledgestudent engagement in deepening discourse that would result in their learning of key concepts as stipulated in the science curriculum and in productive knowledge building to tackle authentic problems? In both pre- and in-service science teacher education programs, teachers learn about designing vari
conspicuous
发表于 2025-3-27 15:08:31
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Lumbar-Spine
发表于 2025-3-27 21:09:24
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弹药
发表于 2025-3-28 00:48:21
Knowledge Creation in Singapore Schools: Our Journey and Ways Forwardigm into classrooms and in developing teachers’ capacity in building professional knowledge and in facilitating knowledge creation pedagogies. It introduces some key research projects that are related to knowledge creation, including some that have not been featured in this book. Three broad phases
钉牢
发表于 2025-3-28 05:45:14
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Individual
发表于 2025-3-28 09:11:13
Sami Paavola,Kai Hakkarainenre discussed and analyzed, including the Newtonian and Cassegrain telescopes; the Schmidt, Wright, Houghton, and Maksutov cameras; the Klevtsov telescope; the Baker-Schmidt flat-field camera; the Buchroeder cam978-3-319-82896-1978-3-319-43732-3Series ISSN 2164-3679 Series E-ISSN 2164-3725
orthopedist
发表于 2025-3-28 12:36:55
Ming Ming Chiu,Nobuko Fujitaa. notebooks accompanying each optical combination analyzed in the book are available for download at http://extra.springer.com/978-0-8176-4871-8.* Discussion and analysis of specific optical devices: Newtonian978-0-8176-4872-5Series ISSN 2164-3679 Series E-ISSN 2164-3725