сколько стоит прибор для диагностики автомобиля цена
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сколько стоит прибор для диагностики автомобиля цена, The Way Students Learn: Acquiring Knowledge from an - JSTOR, Full article: Learners’ challenges in understanding and , The Development of Students' Understanding of Science, Exploring Scientists’ and Students’ Perceptions about , The problem of the moral preferences of health providers in a , Students’ Knowledge Acquisition and Ability to Apply , How Does Students' Prior Knowledge Affect Their Learning?.
ZM疜|f5-S?+i/鱄:D8rÏ ҉\m8!;t XLOHG'@1JEQ w@^rZzAiH)1%/y@Ax,w*a7Sop;_rpCLac1o n/O,h?uj0 -iX/tJ &r" =xG1Y?Zmt$:QTy}p' 4ѣa ^70xޡ6L yð/e$8`OG p83+M^ݎk~Y@/!Q ':>Oo5RJ bҹhCdh@:E C%q; Ga*u+z=8noZu.1.-.yvqADFUb^7Q}h [Ϙp$?jn? eZE%EU, This article explores, through an analysis of 5 students' experiences in an integrated science and social studies unit on Antarctica, how the students acquired new knowledge. It looks at how new knowledge was constructed from prior knowledge and how prior knowledge was shaped by new knowledge. This is done through examples of 3 types of learning., Moreover, deeper knowledge of learners’ challenges is crucial not only in science education, but in science education research as well. Identifying and analysing learners’ challenges makes it possible to examine the reasons for their existence in greater detail..
The development of science knowledge is a long and gradual process during which students use constructive learning mechanisms to assimilate new, scientific, information into their prior knowledge causing hybrid conceptions—or misconceptions., We found significant insights arising from differences in the purposes and contexts in which they do science, although we also found similarities in the competencies that scientists and students perceived as important and the experiences that influenced their perceptions of science., For those engaged in the process of the acquisition of scientific knowledge, there must be the realization that our beliefs do not always correspond with reality; we must set up a way to critically know reality on its own terms., Students were asked to complete pre- and post-intervention tests containing ten diagnostic questions of which four measured students’ knowledge acquisition in one context and six measured their ability to apply it successfully in another., There are two main areas in which students' knowledge can be insufficient: Declarative knowledge (facts & definitions) and Procedural knowledge (how and/or when to do something, in other words, using information). Knowing the definitions for each of these terms but not being able to and/or not knowing when to transcribe or translate sequences., .