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Социальный педагог
Педагогика среднего специального образования

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How Students Think and Learn Science. Using a Constructivist Theoretical Framework and Vygotsky’s Socio-cultural Interaction to Understand the Concepts of Pollination, Seed Dispersal, and Food Chains

Автор:
мягкая обложка
224 страниц
2007 год
Издательство:   Книга по Требованию
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2413 руб
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Описание:How can teachers engage students to reflect and reconstruct understanding through formal concepts and socio-cultural interactions? What is the dynamic nature of the ZPD continuum that enables teachers to plan in order to individualize instruction? The research should help answer the following: Science learning may be perceived difficult because of complex content of some concepts. How can teachers help students use tools, such as language and thought, to increase cultural capital in the form of enhanced understanding and problem solving? Did students vary across concepts and grade levels? Can development and quality of socio-cultural interaction with adults and capable peers enable students to more easily construct an understanding of science following standards? This research investigates students’ conceptual understanding of ecological interdependency in food chains, pollination, and seed dispersal across k-12 and college using a constructivist theoretical framework. This book is directed primarily to professionals in biology and science education and other interested educators. Responses to interview questions were categorized as either everyday or scientific concepts and as a transition through Lev Vygotsky’s Zone of Proximal Development (ZPD).


Orthomol Immun Junior Сила иммунитета на страже Вашего ребенка

2990 руб
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Mother_s ass

Like not talking about Dad's salary. I used to think that was some kind of big secret no one ever knew. And then I got old enough you knew I wouldn't go around talking about it. Or like knowing what I was… about not knowing I was half-Indian until last year. Same thing. And I always figured people seeing other people without their clothes on was something you and Dad had a hang-up about. I was wondering how a guy learned all the stuff they were talking about in Social Adjustments – except the theoretical junk, I mean. And all of a sudden it turns out I was just too young for that, too." He grinned sheepishly. "Should'ah known better." "Yes." Her voice caught in her throat. I'm trapped! she thought. My God, there s nothing I can do! And then, Yes, there is! I can tell him this is one time it isn't a matter of how old he is! But Dan had leaned towards her and was continuing in his little-boy, confidential tone. "I'm glad, Mom. I did want to know, and the books and pictures just didn't do it. Besides, I've been feeling awful funny some of the time ...»

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Learning Disabilities and Success in Post-secondary Education. How Students Make Sense of Their Experiences at an Institution of Higher Learning
In terms of success, four themes emerged from the research findings: the influence of family and school personnel motivated the students to enroll in a post-secondary institution; support from faculty, who reduced barriers and made learning more accessible, facilitated the students' positive achievements; strong support through an office of disability services was key in the students' success; and, most importantly, the value of the participants' own determination and desire to succeed was indispensable in their academic journeys. Six post-secondary students with learning disabilities who were in line to graduate were recruited to contribute to this study. Findings indicated that participants faced two key challenges while at university: They had to cope with parental separation and learn to become more independent as they adapted to the university life; and they had to come to grips with their learning disabilities and deal with preconceptions of parents, peers, and faculty as well as their own in order to succeed in higher education. This research paper aimed to understand how students with learning disabilities made sense of their experiences in post-secondary education.
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A Four-year Study Exploring Students’ Learning Growth Blended Learning versus Traditional Face-to-face Learning.
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The Affects of Gender Beliefs in the Classroom. Interactions of Turkish Female Science Teachers with Their Students
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