Making scientific concepts explicit through explanations: Simulations of a high-leverage practice in teacher education

Author:

Cabello Valeria,Topping Keith

Publisher

FSFEI HE Don State Technical University

Subject

Cognitive Neuroscience,Experimental and Cognitive Psychology,Education

Reference40 articles.

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2. Ball, D. L. & Forzani, F. M. (2011). Building a common core for learning to teach and connecting professional learning to practice. American Educator, 35(2), 17-39. https://files.eric.ed.gov/fulltext/ EJ931211.pdf;

3. Buckley, B. C. (2000). Interactive multimedia and model-based learning in biology. International Journal of Science Education, 22(9), 895-935. https://doi.org/10.1080/095006900416848;

4. Baglama, B., Yucesoy, Y., Uzunboylu, H., & Özcan, D. (2017). Can infographics facilitate the learning of individuals with mathematical learning difficulties?. International Journal of Cognitive Research in Science, Engineering and Education/IJCRSEE, 5(2), 119-127. https://doi. org/10.5937/IJCRSEE1702119B;

5. Cabello, V. M. (2013). Developing skills to explain scientific concepts during initial teacher educa- tion: the role of peer assessment. Unpublished Doctoral dissertation, University of Dundee. https://discovery.dundee.ac.uk/ws/portalfiles/ portal/2250078;

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