从倍数视角重述STEM学习

IF 2.3 1区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

Cognition and Instruction Pub Date : 2019-06-24 DOI:10.1080/07370008.2019.1624550

Jrène Rahm

引用次数: 4

摘要

本期特刊旨在解决当前“学校和社会中更多的STEM”的叙事背后是什么？如果我们确实致力于在学校和社会中实现更多的STEM，这是什么。。。

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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The Restorying of STEM Learning Through the Lens of Multiples

What is behind the current narrative “more STEM in schools and societies” that this special issue aims to address? If, indeed, we are committed to more STEM in schools and societies, what does this...

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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.