A Theoretical Framework for Contextual Science Teaching

Author:

Klassen Stephen

Publisher

Springer Science and Business Media LLC

Subject

Law,General Social Sciences,Social Sciences (miscellaneous),Arts and Humanities (miscellaneous),Education

Reference86 articles.

1. Baker, E., O’Neil, H.F., Jr., & Linn, R.L. (1994). Policy and validity prospects for performance-based assessment. Journal for the Education of the Gifted, 17(4), 332–353.

2. Barnes, D. (1992). From communication to curriculum (2nd ed.). Portsmouth, NH: Boynton/Cook Publishers.

3. Black, P.J. (1993). Formative and summative assessment by teachers. Studies in Science Education, 21, 49–97.

4. Bloom, J.W. (1992). Contexts of meaning and conceptual integration: How children understand and learn. In R.A. Duschl & R. J. Hamilton (Eds.), Philosophy of science, cognitive psychology, and educational theory and practice (pp. 177–194). New York: State University of New York Press.

5. Blumenfeld, P.C., Soloway, E., Marx, R.W., Krajcik, J.S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3 &4), 369–398.

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