天文台
发表于 2025-3-28 14:36:46
Paul L Younger implementation in classrooms with diverse cultural, social and linguistic contexts. In conclusion, factors are presented, which curriculum designers must take into consideration if the goal of global curriculum sharing is to be achieved.
提名
发表于 2025-3-28 21:25:58
Thomas Brasser,Ulrich Noseck,Dagmar Schönwiesescribe how organizations consider core practices and continue to reflect and improve programs over time. The implications for urban agriculture and science, technology, engineering and mathematics (STEM) education practitioners and research are discussed.
–FER
发表于 2025-3-29 02:18:36
Francisco Lemos,Terry Sullivan,Kurt Friese,Timothy Ross,Maria Barbosa New Zealand..The book suggests a new pedagogical narrative based on alternative "atomic pictures" of learning, teaching, knowledge, mind and the aim of education, and a systematic pedagogical practice based on this narrative. . .978-94-017-7968-5978-94-007-6940-3
安心地散步
发表于 2025-3-29 05:01:39
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Mechanics
发表于 2025-3-29 10:07:21
Peter L. Neitzel,Petra Schneider,Helmut Schlumprechtlized by the use of artefacts: in the sense of Vygotskijan semiotic mediation, we used signs, symbols, maps, language and, in many cases, new technology’s artefacts, to mediate mathematical concepts. Lessons involved also the body as a mean to learning, especially with children, according to embodied cognition theory.
现实
发表于 2025-3-29 12:23:53
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AGONY
发表于 2025-3-29 16:05:42
C. R. Dudgeon,F. R. P. Kalfcritical thinkers, learn about structural racism, and become civically engaged. My hope is that these recommendations can help to support educators at these historical crossroads, helping us to work toward antiracism in our classrooms, aiding in the fight for social justice and equity.
Observe
发表于 2025-3-29 21:12:20
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受伤
发表于 2025-3-30 00:42:11
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CLAY
发表于 2025-3-30 07:01:33
Regina Dashko,Alexey Korotkovution, analyses of classroom dialogues must be brought together with analyses of instructional patterns and linked to specific content areas. For this purpose, in this chapter we bring together studies of discourse features and research on instructional format when analysing offered and experienced learning in science classrooms.