Beyond “Having Fun” As Evidence of Learning: A Longitudinal Case Study of a Teacher’s Evolving Conception of Hands-On Science Activities
Author:
Publisher
Springer Science and Business Media LLC
Subject
General Engineering,Education
Link
https://link.springer.com/content/pdf/10.1007/s10956-022-10012-1.pdf
Reference53 articles.
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3. Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1), 1–14. https://doi.org/10.1207/s15327809jls1301_1
4. Bassoli, F. (2014). Atividades práticas e o ensino-aprendizagem de ciência(s): Mitos, tendências e distorções. Ciência & Educação (bauru), 20(3), 579–593.
5. Bevan, B. (2017). The promise and the promises of making in science education. Studies in Science Education, 53(1), 75–103. https://doi.org/10.1080/03057267.2016.1275380
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