Titlebook: 21st Century Skills Development Through Inquiry-Based Learning; From Theory to Pract Samuel Kai Wah Chu,Rebecca B. Reynolds,Celina Wing Boo

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Teachers’ Professional Developmentn – operieren also mit demselben Code und im selben Erfolgsmedium. Der zentrale Unterschied zwischen ihnen ist in der unterschiedlichen Programmierung des Codewertes zu finden. Dies wollen wir als Sekundärcode bzw. als Leitdifferenz des jeweiligen Leistungssystems bezeichnen (s. Tab. 3.1). Dem Journ

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Book 2017t century skills. Instructional techniques include collaborative team-based teaching, social constructivist game design and game play, and productive uses of social media such as wikis and other online communication affordances. The book will be of interest to researchers seeking a summary of recent

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Advances in Clinical Child Psychologyugh which gamification and game design can offer motivational support and opportunities for quality learning in inquiry-based contexts. Here we summarize our premises and offer encouragement for their application in the swiftly transforming education environments of today—across continents.

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Benjamin B. Lahey,Alan E. Kazdin become so globalized that core business competencies place greater emphasis on knowledge, mobility, and collaboration (Dunning in Regions, globalization, and the knowledge-based economy. Oxford University Press, Oxford, pp. 7–41, .).

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The Treatment of Psychosomatic Disorders,ng (e.g., Chu in Online Inf Rev 32(6):745–758, .; Notari in How to use a wiki in education: Wiki-based effective constructive learning, .; Tavares et al. in Experimenting with English collaborative writing on Google Sites, .; Woo et al. J Educ Technol Soc 14(1): 43–54, .).

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ry project-based learning connects to today’s national educaThis book presents innovative instructional interventions designed to support inquiry project-based learning as an approach to equip students with 21st century skills. Instructional techniques include collaborative team-based teaching, soci