排序方式： 共有45条查询结果，搜索用时 0 毫秒
41.
Viviana Langher Maria E. Ricci Flaminia Propersi Nenad Glumbic Andrea Caputo 《Cultura y Educación》2016,28(1):42-71
Illiteracy is one of the main obstacles preventing a country from overcoming poverty. The Mozambican government’s recent efforts aim to guarantee education for all its citizens, including those with disabilities, in order to reach both cognitive and social skills which maximize their growth and development. This paper offers a complex analysis of a case study dealing with an intervention based on a cooperative learning approach for the inclusion of students with special education needs (SEN) in a class of a secondary high school in Maputo city. A clinical and qualitative perspective is adopted in reporting the data, attempting to analyse the organizational, psychosocial, relational and emotional dimensions. Some reflections are provided which refer to key factors which could affect the sustainability of good inclusive practices over time. 相似文献
42.
Gil-Pérez Daniel Guisasola Jenaro Moreno Antonio Cachapuz Antonio Pessoa De Carvalho Anna M. Martínez Torregrosa Joaquín Salinas Julia Valdés Pablo González Eduardo Gené Duch Anna Dumas-Carré Andrée Tricárico Hugo Gallego Rómulo 《Science & Education》2002,11(6):557-571
After an impressive development throughout the last two decades, supported by a greatamount of research and innovation, science education seemed to be becoming a newscientific domain. This transformation of Science Education into a specific field of researchand knowledge is usually associated with the establishment of what has been called anemergent consensus about constructivist positions. However, some voices have begunto question these constructivist positions and therefore the idea of an advancementtowards a coherent body of knowledge in the field of science education. The goalof this work is to analyse some of the current criticisms of the so-called constructivistorientations and to study their implications for the development of science education asa coherent body of knowledge. 相似文献
43.
Hutner Todd L. Petrosino Anthony J. Salinas Cinthia 《Research in Science Education》2021,51(3):761-789
Research in Science Education - One broad research question researchers continue to pursue is: to what degree does science teacher education influence the thinking of preservice science teachers?... 相似文献
44.
Learning through active participation and engagement in education and workplace settings is a prerequisite for effective professional competence development through Vocational Education and Training (VET). Equally important is that learning from multiple sites and sources needs to be purposefully connected and integrated to construct meaningful knowledge and understandings. The quality of connectivity and learning outcomes is influenced by conceptions of the different actors. The aim of the research reported in this article was to gain an understanding of key stakeholders’ (learners, teachers, trainers and managers/coordinators) conceptions of connections between school-based and work-based learnings which offer the main sources for developing vocational competence, and are the main sites for the enacted and engaged curriculum for VET. We identify and compare conceptions of vocational learning and teaching across education and workplace settings in Swiss and Australian VET actors. Differences and similarities are discussed and implications for VET research and development of teachers and trainers are outlined. 相似文献
45.
Maria Salinas Maite López-Garrigós Emilio Flores Ana Santo-Quiles Mercedes Gutierrez Javier Lugo Rosa Lillo Carlos Leiva-Salinas 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2015,25(1):49-56