Andere Kunden interessierten sich auch für
![Practical Applications and Experiences in K-20 Blended Learning Environments]( "Practical Applications and Experiences in K-20 Blended Learning Environments")
Practical Applications and Experiences in K-20 Blended Learning Environments170,99 €![Practical Pedagogy]( "Practical Pedagogy")
Practical Pedagogy170,99 €![The Science Of Practical Penmanship]( "The Science Of Practical Penmanship")
The Science Of Practical Penmanship24,99 €![Becoming a language teacher A practical guide to second language learning and teaching (2nd ed).]( "Becoming a language teacher A practical guide to second language learning and teaching (2nd ed).")
Becoming a language teacher A practical guide to second language learning and teaching (2nd ed).28,99 €![Practical Peer-to-Peer Teaching and Learning on the Social Web]( "Practical Peer-to-Peer Teaching and Learning on the Social Web")
Practical Peer-to-Peer Teaching and Learning on the Social Web161,99 €![Perspectives on Practice and Meaning in Mathematics and Science Classrooms]( "Perspectives on Practice and Meaning in Mathematics and Science Classrooms")
Perspectives on Practice and Meaning in Mathematics and Science Classrooms118,99 €![Practical Peer-to-Peer Teaching and Learning on the Social Web]( "Practical Peer-to-Peer Teaching and Learning on the Social Web")
Practical Peer-to-Peer Teaching and Learning on the Social Web209,99 €
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 influences 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.