نتائج البحث

Exploring How Engaging With Reflection on Learning Generates Pedagogical Insight in Science Teacher Education

• Authors : David Heywood; Joan Parker

Subjects: media_common.quotation_subject; Counterintuitive; Metacognition

• Source: Science Education. 97:410-441

تفاصيل العنوان

How conceptual blends support sensemaking: A case study from introductory physics.

• Source: Science Education; Sep2021, Vol. 105 Issue 5, p989-1012, 24p, 1 Color Photograph, 6 Diagrams, 1 Chart

تفاصيل العنوان

Exploring How Engaging With Reflection on Learning Generates Pedagogical Insight in Science Teacher Education.

• Authors : PARKER, JOAN¹; HEYWOOD, DAVID¹

• Source: Science Education; May2013, Vol. 97 Issue 3, p410-441, 32p, 1 Diagram, 5 Charts

تفاصيل العنوان

How Conceptual Blends Support Sensemaking: A Case Study from Introductory Physics

• Authors : Odden, Tor Ole B. (ORCID 0000-0003-1635-9491)

Subjects: Concept Formation; Energy; Physics

• Source: Science Education. Sep 2021 105(5):989-1012.24

تفاصيل العنوان

How conceptual blends support sensemaking: A case study from introductory physics

• Authors : Tor Ole B. Odden

Subjects: Physics; Energy (psychological); History and Philosophy of Science

• Source: Science Education. 105:989-1012

تفاصيل العنوان

Exploring How Engaging with Reflection on Learning Generates Pedagogical Insight in Science Teacher Education

• Authors : Parker, Joan; Heywood, David

Subjects: Preservice Teacher Education; Science Teachers; Elementary School TeachersUnited Kingdom

• Source: Science Education. May 2013 97(3):410-441.32

تفاصيل العنوان