𝔖 Bobbio Scriptorium
✦   LIBER   ✦

Knowledge transformation through ICT in science education: a case study in teacher-driven curriculum development—Case-Study 1

✍ Scribed by Linda Baggott La Velle; Angela McFarlane; Richard Brawn

Book ID
108525262
Publisher
John Wiley and Sons
Year
2003
Tongue
English
Weight
116 KB
Volume
34
Category
Article
ISSN
0007-1013

No coin nor oath required. For personal study only.

📜 SIMILAR VOLUMES

Teacher professional development as situ
Teacher professional development as situated sense-making: A case study in science education
✍ Ann S. Rosebery; Gillian M. Puttick 📂 Article 📅 1998 🏛 John Wiley and Sons 🌐 English ⚖ 198 KB 👁 2 views

This article presents a case study that explores the ways in which a beginning elementary classroom teacher gained a foothold in the complex terrain of teaching science. The analysis examines the teacher's experiences learning science in an educational research project and her work in the classroom

Structure-preserving knowledge-based sys
Structure-preserving knowledge-based system development through reusable libraries: a case study in diagnosis
✍ V.RICHARD BENJAMINS; MANFRED ABEN 📂 Article 📅 1997 🏛 Elsevier Science 🌐 English ⚖ 520 KB

Structure-preserving design has emerged as an important principle in Knowledge Engineering for developing knowledge-based systems. The principle prescribes the construction of increasingly more detailed models of the functionality of the knowledge-based system, while the information content and stru