轻浮思想
发表于 2025-3-28 17:45:53
Nähe und Distanz bei Wissensgenerierung und -verbreitung – Zur Rolle intellektueller Eigentumsrechtes Wissen (Know-how und Kompetenzen), das andere Akteure so noch nicht aufweisen oder zur Verfügung haben. Auf diese Weise bauen Inventoren eine technologische oder kognitive Distanz zwischen sich und anderen auf.
Acquired
发表于 2025-3-28 21:39:37
http://reply.papertrans.cn/84/8325/832402/832402_42.png
恭维
发表于 2025-3-29 00:00:54
https://doi.org/10.1007/978-3-531-93328-3Diskurs; Innovations- und Kreativitätsforschung; Raum; Regionalentwicklung; Technikforschung
sacrum
发表于 2025-3-29 03:53:11
http://reply.papertrans.cn/84/8325/832402/832402_44.png
DOLT
发表于 2025-3-29 09:45:56
http://reply.papertrans.cn/84/8325/832402/832402_45.png
本能
发表于 2025-3-29 14:50:50
nd reflective thinking), and the ideas of some influential thinkers in this area. The subsequent chapters present six HOTS-enhancing techniques that classroom teachers can draw from, namely graphic organizers, critical discourse analysis, argumentation, emotion regulation and emotional intelligence
FAZE
发表于 2025-3-29 15:40:51
http://reply.papertrans.cn/84/8325/832402/832402_47.png
Mast-Cell
发表于 2025-3-29 20:51:13
It is interesting to see that so many teachers referred to difficulties in students’ thinking when asked about what has been difficult . (i.e., the teachers) during instruction. This supports the notion that difficulties in students’ thinking are indeed perceived by teachers as a major obstacle to
crumble
发表于 2025-3-30 03:09:25
Oliver Ibert It is interesting to see that so many teachers referred to difficulties in students’ thinking when asked about what has been difficult . (i.e., the teachers) during instruction. This supports the notion that difficulties in students’ thinking are indeed perceived by teachers as a major obstacle to
tooth-decay
发表于 2025-3-30 05:58:15
Michael Fritsch It is interesting to see that so many teachers referred to difficulties in students’ thinking when asked about what has been difficult . (i.e., the teachers) during instruction. This supports the notion that difficulties in students’ thinking are indeed perceived by teachers as a major obstacle to