Beginning Teachers’ Use of a Constructivist Teaching Approach to Improve their Students’ Understanding of Science Through Classroom Discussion-Reference-Cited by-同舟云学术

登录注册会员服务联系我们

Beginning Teachers’ Use of a Constructivist Teaching Approach to Improve their Students’ Understanding of Science Through Classroom Discussion

Published:2021 Issue: Volume: Page:133-150
ISSN:
Container-title:Globalisation, Education, and Reform in Brunei Darussalam
language:
Short-container-title:

Author:

Said Hardimah

Publisher

Springer International Publishing

Link

https://link.springer.com/content/pdf/10.1007/978-3-030-77119-5_7

Reference22 articles.

1. Andrew, R. (2017). Learn implement share blog. Procedural vs conceptual knowledge in mathematics education. https://www.learnimplementshare.com/procedural-vs-conceptual-in -mathematics.html

2. Cakir, M. (2008). Constructivist approaches to learning in science and their implications for science pedagogy: A literature review. International Journal of Environmental and Science Education, 3(4), 193–206.

3. Carson, T. (1991). Pedagogical reflections on reflective practice in teacher education.

4. Dewey, J. (1933). How we think. Prometheus Books (Original work published 1910).

5. Dewey, J. (1938). Experience and education. Collier Books, Macmillan.

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线，采集、加工和组织学术论文而形成的新型学术文献查询和分析系统，可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容，当前同舟云学术共收录了国内外主流学术期刊6万余种，收集的期刊论文及会议论文总量共计约1.5亿篇，并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询！咨询电话：010-8811{复制后删除}0370

www.globalauthorid.com

TOP