努力实现关联性：教师在激发学生科学想法时对关系线索的反应

IF 2.3 1区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

Cognition and Instruction Pub Date : 2024-01-31 DOI:10.1080/07370008.2024.2308303

Christina (Stina) Krist

引用次数: 0

摘要

在过去的几年里，科学教育文献主要分析了学生参与科学活动的认识层面。虽然这些文献大多侧重于...

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Striving for Relationality: Teacher Responsiveness to Relational Cues When Eliciting Students’ Science Ideas

Analyses highlighting the epistemic dimension of students’ participation in science have dominated science education literature for the past several years. While most of this literature has focused...

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来源期刊

Cognition and Instruction Multiple-

CiteScore

7.90

自引率

12.10%

发文量

期刊介绍： Among education journals, Cognition and Instruction"s distinctive niche is rigorous study of foundational issues concerning the mental, socio-cultural, and mediational processes and conditions of learning and intellectual competence. For these purposes, both “cognition” and “instruction” must be interpreted broadly. The journal preferentially attends to the “how” of learning and intellectual practices. A balance of well-reasoned theory and careful and reflective empirical technique is typical.