{"title":"利用教育性学习进展支持科学新手教师的教案点评","authors":"Xiaoming Zhai, Yue Yin","doi":"10.1080/09500693.2023.2285259","DOIUrl":null,"url":null,"abstract":"Learning progressions (LPs) are considered to have great potential to improve pedagogical practices. However, even with LPs, teachers may still be unaware of the barriers that keep students from pr...","PeriodicalId":48341,"journal":{"name":"International Journal of Science Education","volume":"33 1","pages":""},"PeriodicalIF":2.2000,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Using educative learning progression to support novice science teachers’ lesson plan critiques\",\"authors\":\"Xiaoming Zhai, Yue Yin\",\"doi\":\"10.1080/09500693.2023.2285259\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Learning progressions (LPs) are considered to have great potential to improve pedagogical practices. However, even with LPs, teachers may still be unaware of the barriers that keep students from pr...\",\"PeriodicalId\":48341,\"journal\":{\"name\":\"International Journal of Science Education\",\"volume\":\"33 1\",\"pages\":\"\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2023-12-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Science Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/09500693.2023.2285259\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Science Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/09500693.2023.2285259","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Using educative learning progression to support novice science teachers’ lesson plan critiques
Learning progressions (LPs) are considered to have great potential to improve pedagogical practices. However, even with LPs, teachers may still be unaware of the barriers that keep students from pr...
期刊介绍：
The International Journal of Science Education is firmly established as the authoritative voice in the world of science education. It bridges the gap between research and practice, providing information, ideas and opinion. It serves as a medium for the publication of definitive research findings. Special emphasis is placed on applicable research relevant to educational practice, guided by educational realities in systems, schools, colleges and universities. The journal comprises peer-reviewed general articles, papers on innovations and developments, research reports and book reviews. Each volume contains a Special Issue devoted to a topic of major interest and importance, guest-edited by an acknowledged expert.
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