Not “hands on” but “minds on”: A response to Furtak and Penuel
Author:
Affiliation:
1. Gradudate School of EducationStanford University Stanford USA
Publisher
Wiley
Subject
History and Philosophy of Science,Education
Link
https://onlinelibrary.wiley.com/doi/pdf/10.1002/sce.21543
Reference14 articles.
1. Teaching the nature of science through scientific errors
2. Establishing the norms of scientific argumentation in classrooms
3. Coming to terms: Addressing the persistence of “hands-on” and other reform terminology in the era of science as practice
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