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Download PDF by Myint Swe Khine, Issa M. Saleh: Approaches and Strategies in Next Generation Science

By Myint Swe Khine, Issa M. Saleh

ISBN-10: 146662809X

ISBN-13: 9781466628090

Approaches and methods in subsequent new release technological know-how Learning examines the demanding situations fascinated by the advance of recent curriculum types, instructing suggestions, and checks in technological know-how schooling that allows you to arrange destiny scholars within the twenty first century economies. This finished number of learn brings jointly technology educators, researchers and directors attracted to bettering the instructing and studying of subsequent new release science.

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2000). Influence of a reflective explicit activity-based approach on elementary teachers’ conceptions of nature of science. Journal of Research in Science Teaching, 37, 295–317. CO;2-2 Self-Regulated Learning as a Method to Develop Scientific Thinking Akerson, V. , & Hanuscin, D. L. (2007). Teaching nature of science through inquiry: Results of a 3-year professional development program. Journal of Research in Science Teaching, 44, 653–680. 20159 Akerson, V. , Morrison, J. , & McDuffie, A. R. (2006).

1998). The mechanisms behind the usefulness of explicit and reflective instruction for teachers should continue to be examined and explicated. STUDENTS’ NOS KNOWLEDGE Fewer studies have been conducted that examine student learning of NOS, but evidence from these studies are still consistent with the teacher learning of NOS studies; explicit and reflective methods are more effective than implicit method of instruction. Smith, Maclin, Houghton, and Hennessey (2000) found that sixth-grade students who had been in an inquiry classroom since first-grade with the same teacher held more informed views of the NOS in the areas of empirical testing, collaborating with colleagues, making explanations, and developing scientific ideas.

STUDENTS’ NOS KNOWLEDGE Fewer studies have been conducted that examine student learning of NOS, but evidence from these studies are still consistent with the teacher learning of NOS studies; explicit and reflective methods are more effective than implicit method of instruction. Smith, Maclin, Houghton, and Hennessey (2000) found that sixth-grade students who had been in an inquiry classroom since first-grade with the same teacher held more informed views of the NOS in the areas of empirical testing, collaborating with colleagues, making explanations, and developing scientific ideas.

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Approaches and Strategies in Next Generation Science Learning by Myint Swe Khine, Issa M. Saleh


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