Zobrazeno 1 - 10
of 24
pro vyhledávání: '"Elizabeth Cavicchi"'
Autor:
Elizabeth Cavicchi, Peter Heering
These essays draw on recent and versatile work by museum staff, science educators, and teachers, showing what can be done with historical scientific instruments or replicas. Varied audiences - with members just like you - can be made aware of excitin
Autor:
Elizabeth Cavicchi
Publikováno v:
Interchange. 49:25-68
An equal-armed balance at equilibrium—the bar is horizontal—tips into disequilibrium upon displacing a weight. Equilibrium is restored by reversing that move—putting the weight back where it was, or doing the same on the other side. Piaget adop
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e7a58bd770df0f5b35fbcaf0eeb68841
https://doi.org/10.1007/s10780-018-9314-9
https://doi.org/10.1007/s10780-018-9314-9
Autor:
Elizabeth Cavicchi
Publikováno v:
Science & Education. 26:529-556
Environments of learning often remain unnoticed and unacknowledged. This study follows a student and myself as we became aware of our local environment at MIT and welcomed that environment as a vibrant contributor to our learning. We met this environ
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::69fa2f7d1ca7c757e39e1534b4582b40
https://doi.org/10.1007/s11191-017-9910-6
https://doi.org/10.1007/s11191-017-9910-6
Autor:
Elizabeth Cavicchi, Peter Heering
Publikováno v:
Science: Philosophy, History and Education ISBN: 9783030572389
Having students experience historical experiments in the classroom is a powerful tool in teaching about the nature of science. Experiments performed by students support inquiry-based science instruction and have long provided an essential means of pr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1baafa25ce269ad8914af7a6e53442c1
https://doi.org/10.1007/978-3-030-57239-6_33
https://doi.org/10.1007/978-3-030-57239-6_33
Autor:
Elizabeth Cavicchi
Publikováno v:
Objetivos humanísticos, conteúdos científicos: contribuições da história e da filosofia da Ciência para o ensino de Ciências
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::740bd335ec1bd399e1ba2977cca42f5b
https://doi.org/10.7476/9786586221664.0009
https://doi.org/10.7476/9786586221664.0009
Autor:
Elizabeth Cavicchi
Publikováno v:
Science & Education. 21:1375-1380
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3e456c1f97c4a3695b3bcd46e784531c
https://doi.org/10.1007/s11191-012-9467-3
https://doi.org/10.1007/s11191-012-9467-3
Autor:
Elizabeth Cavicchi
Publikováno v:
Interchange. 42:21-50
What do you see in a mirror when not looking at yourself? What goes on as a pendulum swings? Undergraduates in a science class supposed that these behaviors were obvious until their explorations exposed questions with no quick answers. While explorin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9df4a1c0f96efdaea8b6c13178fd6f0f
https://doi.org/10.1007/s10780-011-9144-5
https://doi.org/10.1007/s10780-011-9144-5
Publikováno v:
The New Educator. 5:189-204
The authors of the three papers in this issue discuss and analyze the practice underlying “critical exploration,” a research pedagogy applied in common within their separate art, science, and teacher education classrooms. Eleanor Duckworth develo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5e214df50167687936e67301b0ece649
https://doi.org/10.1080/1547688x.2009.10399574
https://doi.org/10.1080/1547688x.2009.10399574
Autor:
Elizabeth Cavicchi
Publikováno v:
The New Educator. 5:249-273
A teacher narrates from activities and discussions that arose among undergraduates and herself while doing critical explorations of mirrors. Surprised by light's behaviors, the students responded with curiosity, losing their dependence on answers as
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::05b7a69f9a9a593b38b82ceccd50957b
https://doi.org/10.1080/1547688x.2009.10399577
https://doi.org/10.1080/1547688x.2009.10399577