LINE
发表于 2025-3-28 15:30:42
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态学
发表于 2025-3-28 22:11:37
History, Culture, Emergence Informing Learning Designsinclude examining knowing as developing within a contextualized set of practices that include thinking, acting, or speaking, attending to the social and personal construction of learners’ identities and finally, questioning whose and what knowledge is true, correct, and privileged..This response to
朝圣者
发表于 2025-3-29 01:34:20
Standing on the Shoulders of Giants A Balancing Act of Dialectically Theorizing Conceptual Understanth the methods employed to arrive at them. For example, claims about collective and distributed nature of knowing and concept development as never belonging to the individual realm seem to contradict methodology behind these claims employed by individual researchers that often represents a single-ha
cancer
发表于 2025-3-29 03:43:41
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大骂
发表于 2025-3-29 10:09:08
Turbulence, Risk, and Radical Listening A Context for Teaching and Learning Scienceure of what has been produced and is currently being produced as science education..During the 1990s and early part of this decade when I worked with many others to organize inner city out-of-school science youth programs in New York City (NYC), I thought about many approaches to articulate and prac
来这真柔软
发表于 2025-3-29 13:02:43
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parsimony
发表于 2025-3-29 15:38:45
Thinking and Speaking: On Units of Analysis and Its Role in Meaning Makingessed but completed in the word. (Vygotsky 1934/1987, p. 250).According to Roth, this is so even when we consider mature minds, such as those of a professor of physics given lectures to undergraduate students. Normally there are developmental aspects of thought that have to be considered as an emerg
彻底明白
发表于 2025-3-29 21:37:28
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激励
发表于 2025-3-30 01:08:41
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一个姐姐
发表于 2025-3-30 05:48:27
Looking at the Observer: Challenges to the Study of Conceptions and Conceptual Changeexample, will present itself as waves or as particles depending on how we examine it. The artificial sense of separation from the object(s) of study found in many accounts on students’ conceptions makes irrelevant the relationship that exists between the observer and the observed: an interdependence