Titlebook: Science Education in Theory and Practice; An Introductory Guid Ben Akpan,Teresa J. Kennedy Textbook 2020 Springer Nature Switzerland AG 202

TOXIC

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

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

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

使增至最大

ABYSS

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

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

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

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抗原