Within a sociocultural context, this study examined how science teachers' knowledge of science and science pedagogy changed as a result of participating in a constructivist-based graduate science methods course. Fourteen elementary and middle school science teachers worked with an assigned partner f
Vygotsky's zone of proximal development: The hidden agenda
โ Scribed by Jerome Bruner
- Publisher
- John Wiley and Sons
- Year
- 1984
- Tongue
- English
- Weight
- 281 KB
- Volume
- 1984
- Category
- Article
- ISSN
- 1520-3247
No coin nor oath required. For personal study only.
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