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Recognizing Students' Scientific Reasoning: A Tool for Categorizing Complexity of Reasoning During Teaching by Inquiry
Teaching by inquiry is touted for its potential to encourage students to reason scientifically. Yet, even when inquiry teaching is practiced, complexity of students' reasoning may be limited or unbalanced. We describe an analytic tool for recognizing when students are engaged in complex reasoni...
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| Main Authors: | , |
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| Formato: | Artigo |
| Idioma: | Inglês |
| Publicado em: |
2010
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| Acesso em linha: | https://ncbi.nlm.nih.gov/pmc/articles/PMC2990477/ https://ncbi.nlm.nih.gov/pubmed/21113314 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1007/s10972-009-9154-7 |
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