TOXIC
发表于 2025-3-28 18:28:39
Social Learning Theory—Albert Bandurato conduct inquiry learning to make/construct the meaning of science concepts, issues, and phenomena. These activities in science teaching and learning reconcile with SLT which includes observation, attention, retention, motivation, and different types of modeling. Using this argument, we suggest th
palliative-care
发表于 2025-3-28 19:11:46
Connectionism—Edward Thorndiked published a number of books that introduced teachers to psychological research relevant to their practice. Perhaps Thorndike’s most lasting influence is the belief that learning can be studied and modelled and that classroom practice should be informed by systematic, empirical research. Though Tho
龙虾
发表于 2025-3-29 00:48:11
New Media Technologies and Information Processing Theory—George A. Miller and Othersand disadvantages of implementing new media technologies into science teaching, and learning processes. As a concluding argument, we suggest that understanding the participatory nature of new media technologies, as well as their individual learning functionalities, is crucial to their successful imp
Iatrogenic
发表于 2025-3-29 04:14:03
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使增至最大
发表于 2025-3-29 08:34:21
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ABYSS
发表于 2025-3-29 12:44:00
Discovery Learning—Jerome Brunerrch by Jerome Bruner was focused on this aim and his research improved our understanding of knowledge construction through symbolic representations, scaffolding, and discovery. His ideas led to the movements of ‘learning how to learn’ and ‘learning by doing’ which are still the pivots of science edu
确定方向
发表于 2025-3-29 18:02:53
Guided Discovery—Robert Gagnéociated with a system of ‘connected particles’. Gagne’s theory includes a set of cognitive activities divided into five taxonomies: the use of verbal information, intellectual skills, motor skills, cognitive skills and attitude. In addition to these domains of learning, Gagné emphasises nine events
显而易见
发表于 2025-3-29 23:19:15
Developing Intellectual Sophistication and Scientific Thinking—The Schemes of William G. Perry and Dal contexts where students are often expected to appreciate both the provisional nature of scientific knowledge and something of the interactions of science with wider society. School students may be asked to discuss socio-scientific issues where scientific knowledge informs, but is not sufficient f
Anonymous
发表于 2025-3-30 01:20:26
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抗原
发表于 2025-3-30 06:31:14
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