Zobrazeno 1 - 10
of 80
pro vyhledávání: '"Peter Hubber"'
Current research into student learning in science has shifted attention from the traditional cognitivist perspectives of conceptual change to socio-cultural and semiotic perspectives that characterize learning in terms of induction into disciplinary
Publikováno v:
Educational technology research and development. 70:881-908
Inquiry-based representation-focused approaches in science education have shown promising outcomes when students engage in knowledge building via an active process of constructing, coordinating, and evaluating representations. To date, much of the ex
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::571a9257f3ce2e3912bc4eb59d3061ce
https://doi.org/10.1007/s11423-022-10094-z
https://doi.org/10.1007/s11423-022-10094-z
Autor:
Peter Hubber, Christine Preston
Publikováno v:
Complexity and Simplicity in Science Education ISBN: 9783030790837
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::939d5476247ca9268ab373446ae402e1
https://doi.org/10.1007/978-3-030-79084-4_11
https://doi.org/10.1007/978-3-030-79084-4_11
Autor:
Dermot A. Henry, Jenny Pesina, Leissa Kelly, Emily Rochette, L. Merryn Dawborn-Gundlach, Maria Gibson, Christine Redman, Priscilla Gaff, Peter Hubber
Publikováno v:
Teaching and Teacher Education. 67:214-226
The collaboration between Museum Victoria and ReMSTEP partners: the University of Melbourne and Deakin University has enabled the development of the Reconceptualising Rocks project, designed to enhance the teaching of Earth Science for pre-service Sc
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d54b7493452f03431e4d14207c150386
https://doi.org/10.1016/j.tate.2017.06.012
https://doi.org/10.1016/j.tate.2017.06.012
Publikováno v:
Asia-Pacific STEM Teaching Practices ISBN: 9789811507670
There is a pressing need to make STEM integration more transparent and balanced across disciplines, to support teachers in fostering this integration, and to evaluate students’ learning through such integration. However, research has been inconclus
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bc025f1f9f6bc01d104b77fae64afd15
https://doi.org/10.1007/978-981-15-0768-7_10
https://doi.org/10.1007/978-981-15-0768-7_10
Publikováno v:
Video-based Research in Education ISBN: 9781315109213
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0523faaa64d8561f780be28cebeef3ec
https://doi.org/10.4324/9781315109213-18
https://doi.org/10.4324/9781315109213-18
Autor:
Connie Cirkony, Peter Hubber
Publikováno v:
Video-based Research in Education ISBN: 9781315109213
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ce5bb7ab16d2633e2f68d01fa6b87a8a
https://doi.org/10.4324/9781315109213-11
https://doi.org/10.4324/9781315109213-11
Publikováno v:
Global Developments in Literacy Research for Science Education ISBN: 9783319691961
There is growing interest in and understanding of the material basis of epistemic practices in science, and consequently of the role of multimodal representation construction in reasoning and learning in science classrooms. From this perspective lear
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::906a6a3a2cd1f48e670d0b3ad68a9520
https://doi.org/10.1007/978-3-319-69197-8_18
https://doi.org/10.1007/978-3-319-69197-8_18
Publikováno v:
STEM Education in the Junior Secondary ISBN: 9789811054471
This chapter outlines a guided inquiry approach, called representation construction, which was successfully developed within an Australian Research Council (ARC) project that links student learning and engagement with the knowledge production practic
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b1739f7b8711e43398afc4be8462a75f
https://doi.org/10.1007/978-981-10-5448-8_5
https://doi.org/10.1007/978-981-10-5448-8_5