Practice Perspectives Learning Practical by Mcgregor Debra (8 results)
- Softcover
Seller: Ria Christie Collections, Uxbridge, United KingdomRia Christie Collections
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Condition: New. In.
- Softcover
Seller: Chiron Media, Wallingford, United KingdomChiron Media
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Paperback. Condition: New.
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- Softcover
Seller: preigu, Osnabrück, Germanypreigu
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Taschenbuch. Condition: Neu. Practice and Perspectives: Learning in practical science | Teachers and pupils learning about working together in secondary science classrooms | Debra McGregor | Taschenbuch | Englisch | VDM Verlag Dr. Müller | EAN 9783639187625 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher L…andstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.
- Softcover
Seller: Mispah books, Redhill, SURRE, United KingdomMispah books
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- Softcover
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Seller: PBShop.store US, Wood Dale, IL, U.S.A.PBShop.store US
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PAP. Condition: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.
- Softcover
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Seller: PBShop.store UK, Fairford, GLOS, United KingdomPBShop.store UK
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PAP. Condition: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.
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Seller: moluna, Greven, Germanymoluna
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Kartoniert / Broschiert. Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: McGregor DebraDr Deb McGregor has been a science educator for over twenty years. She has worked in Schools, Colleges, Local Authorities and Universities in England and the Unite…d States. She is currently a Reader in Developing Pedago.
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Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
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Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - How to teach science engagingly and effectively is high on the education and STEM (science, technology, engineering and mathematics) agenda. This book describes the thesis which set out to understand how and why teacher's pedagogy influe…nces the nature of pupils learning together. The study examined how social interactions may benefit or impede cognitive development, and thus inform the teaching approach required in a secondary school setting, to support effective pupil learning. Teachers' and pupils' perspectives of learning in groups, to carry out practical tasks, were compared and contrasted. Peers were observed working together on tasks of similar context, but differentiated scaffolded support. Examination of their exchanges and practical resolutions suggested how varied scaffolding influences the social and cognitive processes as well as task outcomes. Experiential reflection, with teachers, through interactive INSET activities illuminated pedagogical approaches that could be used effectively in classrooms, with trios of pupils, to enhance thinking capability and enrich learning outcomes.
