共查询到20条相似文献，搜索用时 721 毫秒
1.
Vijay H. Raybagkar 《Resonance》2010,15(1):76-82
In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. Wemay suggest strategies for dealing with
them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences
and viewpoints on matters related to teaching and learning science. 相似文献
2.
Sarmistha Sahu 《Resonance》2010,15(2):165-169
In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation.Wemay suggest strategies for dealingwith
them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences
and viewpoints on matters related to teaching and learning science. 相似文献
3.
S. N. Maitra 《Resonance》2012,17(4):378-386
In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing
with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences
and viewpoints on matters related to teaching and learning science. 相似文献
4.
Neeldhara Misra 《Resonance》2008,13(7):662-679
In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing
with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences
and viewpoints on matters related to teaching and learning science. 相似文献
5.
In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing
with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences
and viewpoints on matters related to teaching and learning science. 相似文献
6.
Moselio Schaechter 《Resonance》2008,13(2):191-194
In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing
with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences
and viewpoints on matters related to teaching and learning science. 相似文献
7.
In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing
with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences
and viewpoints on matters related to teaching and learning science. 相似文献
8.
Soubhik Chakraborty 《Resonance》2007,12(11):87-88
In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing
with them, or invite responses, or both. “Classroom” is equally a form for raising broader issues and sharing personal experiences
and viewpoints on matters related to teaching and learning science. 相似文献
9.
B. Ramachandra Murty 《Resonance》2011,16(12):1337-1342
In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing
with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences
and viewpoints on matters related to teaching and learning science. 相似文献
10.
B. Sury 《Resonance》2012,17(3):284-290
In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing
with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences
and viewpoints on matters related to teaching and learning science. 相似文献
11.
H. N. Smitha 《Resonance》2007,12(12):46-52
In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing
with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences
and viewpoints on matters related to teaching and learning science. 相似文献
12.
R B Bapat 《Resonance》2007,12(3):77-90
In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing
with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences
and viewpoints on matters related to teaching and learning science. 相似文献
13.
B. Sury 《Resonance》2012,17(1):76-82
In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing
with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences
and viewpoints on matters related to teaching and learning science. 相似文献
14.
In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing
with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences
and viewpoints on matters related to teaching and learning science.
This project was done as part of the Research Education Advancement Programme held over weekends at the Bangalore Association
for Science Education, Jawaharlal Nehru Planetarium, Bangalore. 相似文献
15.
In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation.Wemay suggest strategies for dealingwith
them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences
and viewpoints on matters related to teaching and learning science. 相似文献
16.
Marie Sandy 《Interchange》2011,42(3):261-285
In this paper I consider how Hans-Georg Gadamer’s philosophical hermeneutics can complement the pragmatic theory that has
informed the field of service-learning, and with its emphasis on community and respect for others, can offer an orientation
to further the work of service-learning and community engagement in a mutually satisfying way for scholars, practitioners,
and community partners. In keeping with Gadamer’s contention that mythological thinking has its rightful place alongside analytical
thinking, I provide an interpretation of the myth of Hermes for emancipatory education practice, and then invite readers to
consider some implications of philosophical hermeneutics through traditional philosophical exposition. I posit there is much
to be gained by framing community engagement as a civic art or practical beauty with a distinct epistemological foundation that values conversation, participation, and openended, collective processes to
work for the common good. This orientation would require us to reconsider the purposes and reorient the values of this field
of educational practice. 相似文献
17.
Alandeom W. Oliveira 《Journal of Science Teacher Education》2010,21(1):103-126
This study examined the effectiveness of introducing elementary teachers to the scholarly literature on personal pronouns
and hedges in classroom discourse, a professional development strategy adopted during a summer institute to enhance teachers’
social understanding (i.e., their understanding of the social functions of language in science discussions). Teachers became
aware of how hedges can be employed to remain neutral toward students’ oral contributions to classroom discussions, invite
students to share their opinions and articulate their own ideas, and motivate students to inquire. Teachers recognized that
the combined use of I and you can render their feedback authoritative, you can shift the focus from the investigation to students’ competence, and we can lead to authority loss. It is argued that explicitness, reflectivity, and contextualization are essential features of
professional development programs aimed at improving teachers’ understandings of the social dimension of inquiry-based science
classrooms and preparing teachers to engage in inquiry-based teacher–student interactions. 相似文献
18.
19.
In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. 相似文献
20.
In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. ??Classroom?? is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. 相似文献