{"title":"同伴互动--协作学习，促进和观察科学教育中的观念转变","authors":"Malte Michelsen, Jorge Groß","doi":"10.1080/00219266.2024.2386251","DOIUrl":null,"url":null,"abstract":"Dealing with students’ conceptions is a central element of student-oriented teaching. Approaches, such as the mainly cognitive conceptual change theory, have been supplemented by a variety of affec...","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":"13 1","pages":""},"PeriodicalIF":1.0000,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Peer-Interaction – collaborative learning to foster and observe conceptional transformation in science education\",\"authors\":\"Malte Michelsen, Jorge Groß\",\"doi\":\"10.1080/00219266.2024.2386251\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Dealing with students’ conceptions is a central element of student-oriented teaching. Approaches, such as the mainly cognitive conceptual change theory, have been supplemented by a variety of affec...\",\"PeriodicalId\":54873,\"journal\":{\"name\":\"Journal of Biological Education\",\"volume\":\"13 1\",\"pages\":\"\"},\"PeriodicalIF\":1.0000,\"publicationDate\":\"2024-08-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Biological Education\",\"FirstCategoryId\":\"99\",\"ListUrlMain\":\"https://doi.org/10.1080/00219266.2024.2386251\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"BIOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Biological Education","FirstCategoryId":"99","ListUrlMain":"https://doi.org/10.1080/00219266.2024.2386251","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"BIOLOGY","Score":null,"Total":0}
Peer-Interaction – collaborative learning to foster and observe conceptional transformation in science education
Dealing with students’ conceptions is a central element of student-oriented teaching. Approaches, such as the mainly cognitive conceptual change theory, have been supplemented by a variety of affec...
期刊介绍：
Journal of Biological Education is firmly established as the authoritative voice in the world of biological education.
The journal aims to bridge the gap between research and practice, providing information, ideas and opinion, in addition to critical examinations of advances in biology research and teaching. Through the coverage of policy and curriculum developments, the latest results of research into the teaching, learning and assessment of biology are brought to the fore.
Special emphasis is placed on research relevant to educational practice, guided by educational realities in systems, schools, colleges and universities. Papers that are theoretically informed and methodologically rigorous are welcomed.
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