Titlebook: Exploration and Meaning Making in the Learning of Science; Bernard Zubrowski Book 2009 Springer Science+Business Media B.V. 2009 Curriculu

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,A Grade 1–9 Curriculum Framework Composed of Archetypical Phenomena and Technological Artifacts, in a special bottle arrangement. Two soda bottles are connected with a special tube containing two different liquids. (Drawing of special device is from Salad Dressing Physics. Permission granted from Kelvin the publisher of the curriculum.) When this arrangement is turned over, each liquid moves t

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An Alternative Paradigm as a Basis for a Holistic Approach to Science Education,gram. These need to be informed by a broader scheme that gives a sense of a how learning can be fostered and guided. I propose an alternative Paradigm to the current engineering approach to science education. The alternative Paradigm gives greater emphasis to the role of sensory experience and the r

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The Body Image and Feelings in Science Learning,each team siphoned water from a bucket sitting on a table causing their models to move in a larger bucket on the floor while lifting a cup of nails. The teacher had guided them to consider two types of possible actions of the model waterwheel. Some groups tried to see how many nails they could lift.

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Movement in Explorations, Gestural Representations, and Communication,few drops of food color from a container and then move a Popsicle stick through the drops. Depending on how smoothly and slowly they move the stick, various kinds of patterns are formed. Often a variety of vortex shapes appear which can be as big as 8 to 10 in. or as small as an inch. Also, the drop

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Aesthetics in the Learning of Science,nded particles that readily show the movement of the water.) They place drops of food color at various points in the tray and either blow on the food color to make it move or move a Popsicle stick through these patches of color. The resulting patterns are either curved lines or spirals of different

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