教师-实践者研究性探究与意义建构——对脚手架式合作课程规划经验的思考

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH AsiaPacific Science Education Pub Date : 2019-11-27 DOI:10.1186/s41029-019-0043-x
S. Gutierez
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Teacher-practitioner research inquiry and sense making of their reflections on scaffolded collaborative lesson planning experience
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来源期刊
AsiaPacific Science Education
AsiaPacific Science Education Social Sciences-Education
CiteScore
1.70
自引率
0.00%
发文量
8
审稿时长
20 weeks
期刊最新文献
Asia-Pacific Science Education (APSE): Can Publishing Become More Equitable in the Age of Artificial Intelligence? Development and Impact of an Intercultural STEAM Program on Science Classroom Creativity Using an Artificial Intelligence Chatbot in Scientific Inquiry: Focusing on a Guided-Inquiry Activity Using Inquirybot Exploring Students’ Use of Gestures to Create Scientific Models during Geological Field Trips and Modeling Activities A Case Study of Individual Contextual Characteristics Impact on Korean Elementary School Students’ Interest in Science Using Phase of Interest Development and the Process-Person-Context-Time Models
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