Authentic School Science: Knowing and Learning in Open-Inquiry Science Laboratories

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View Authentic School Science: Knowing And Learning In Open Inquiry Science Laboratories 1995

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Citing Literature. Volume 41 , Issue 3 March Pages Related Information. Close Figure Viewer. Browse All Figures Return to Figure.

Authentic School Science : Knowing and Learning in Open-Inquiry Science Laboratories

Previous Figure Next Figure. Email or Customer ID. Forgot password? Whereas in many professions, practitioner learn while working with others, teachers have to figure out much of their knowledge on their own. Using it initially as a form of staff development, Roth, subsequently working with Ken Tobin, developed coteaching as a form learning to teach while teaching.


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Together they published At the Elbow of Another , [19] in which they lay out the foundation of this approach. In this model, supervision and evaluation of teaching and research on teaching have to be conducted by teaching together with the resident teachers.

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Roth has contributed to this field especially by theorizing school-related processes in terms of a version of this theory that was popularized in the Center for Activity Theory and Developmental Work Research. He proposed a fourth generation of this theory, which takes into account emotion. Most recently, Roth has been working on questions of embodied cognition , which is in fact a misnomer, for all cognition inherently is embodied.

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All perception, all knowing, all communication therefore arises from forms of movement. In a number of publications, he develops this way of understanding knowing with data from geometry in second-grade classrooms. From Wikipedia, the free encyclopedia.


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