Zobrazeno 1 - 10
of 49
pro vyhledávání: '"Leopold E. Klopfer"'
Autor:
Thomas Clayton, Judy Sylvester, Katherine Yasin, Michel Rakotomanana, Mark Ginsburg, Leopold E. Klopfer
Publikováno v:
Research Papers in Education. 11:239-254
This paper discusses three scientific traditions (positivist, interpretivist and critical) as they inform methodological and strategic choices within a USAID‐funded ‘Improving Educational Quality’ project in Ghana, Guatemala and Mali. These sci
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::45eb28530b94d74686f90132c4a9db31
https://doi.org/10.1080/0267152960110302
https://doi.org/10.1080/0267152960110302
Publikováno v:
Science Education. 76:597-614
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4667d8c7b260e6b9308404b423f80a28
https://doi.org/10.1002/sce.3730760604
https://doi.org/10.1002/sce.3730760604
Publikováno v:
Perceptual and Motor Skills. 74:3-34
Summary.-The hypothetical construct of cognitive structure encodes human knowl- edge internally, and two-stage probes are used to define it operationally to obtain ex- ternal representations of cognitive structure. First, a proximity matrix is constr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1d8862cda783493ff4107eab2cf93be1
https://doi.org/10.2466/pms.1992.74.1.3
https://doi.org/10.2466/pms.1992.74.1.3
Publikováno v:
Science Education. 74:133-154
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::03360148741bc1524fedf4818b7d9936
https://doi.org/10.1002/sce.3730740202
https://doi.org/10.1002/sce.3730740202
Publikováno v:
Science Education. 63:299-322
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::601a02cd9f92c6ccd35f4610c05c620a
https://doi.org/10.1002/sce.3730630303
https://doi.org/10.1002/sce.3730630303
Publikováno v:
Research in Science & Technological Education. 1:173-183
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0d1c9c14cf343bc2bc77b431da39fc59
https://doi.org/10.1080/0263514830010205
https://doi.org/10.1080/0263514830010205
Publikováno v:
Science Education. 64:717-723
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f5929fa04b2e20f4c3477ad5fe5ba2c1
https://doi.org/10.1002/sce.3730640517
https://doi.org/10.1002/sce.3730640517
Publikováno v:
Science Education. 63:145-165
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d78397b4002d558d8d2c814d81682684
https://doi.org/10.1002/sce.3730630203
https://doi.org/10.1002/sce.3730630203
Publikováno v:
Research in Science Education. 12:71-77
AUTHOR Champagne, Audrey B.; And Others TITLE A Perspective on the Differences between Expert and Novice Performance in Solving Physics Problems. INSTITUTION Pittsburgh Univ., Pa. Learning Research and Development Center. SPONS AGENCY National Inst.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ec90e19e70fdabd55e90a6c18b2943c1
https://doi.org/10.1007/bf02357016
https://doi.org/10.1007/bf02357016
Publikováno v:
Educational Psychologist. 17:31-53
The utilization of cognitive psychological theory and findings from research to inform the design of instruction is illustrated in this paper. Physics learning studies demonstrate that students' pre‐instructional world knowledge is often logically
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e15eeab0bc33569e97fd089296978fed
https://doi.org/10.1080/00461528209529242
https://doi.org/10.1080/00461528209529242