Preservice teachers’ meaning‐making in science instruction: a case study in Manitoba-Reference-Cited by-同舟云学术

Preservice teachers’ meaning‐making in science instruction: a case study in Manitoba

Published:1995-01 Issue:1 Volume:17 Page:93-105
ISSN:0950-0693
Container-title:International Journal of Science Education
language:en
Short-container-title:International Journal of Science Education

Author:

Ebenezer Jazlin V.,Hay Adell

Publisher

Informa UK Limited

Subject

Education

Link

http://www.tandfonline.com/doi/pdf/10.1080/0950069950170107

Reference25 articles.

1. Student‐teachers’ conceptions of science, teaching and learning: a case study in preservice science education

2. Baird, J. R., Fensham, P. J., Gunstone, R. F. and White, R. T. A study of the importance of reflection for improving science teaching and learning. Paper presented at the annual meeting of the National Association for Research in Science Teaching. San Francisco.

3. Applying the “cognitive conflict” strategy for conceptual change—some implications, difficulties, and problems

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