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Verlag: Heinemann, 2009
ISBN 10: 0325026076ISBN 13: 9780325026077
Anbieter: Better World Books, Mishawaka, IN, USA
Buch
Zustand: Very Good. 1 Edition. Used book that is in excellent condition. May show signs of wear or have minor defects.
Verlag: Heinemann, 2008
ISBN 10: 0325017271ISBN 13: 9780325017273
Anbieter: Better World Books, Mishawaka, IN, USA
Buch
Zustand: Very Good. Former library book; may include library markings. Used book that is in excellent condition. May show signs of wear or have minor defects.
Verlag: Bob Jones University Press, 2008
ISBN 10: 1591668565ISBN 13: 9781591668565
Anbieter: medimops, Berlin, Deutschland
Buch
Zustand: good. Befriedigend/Good: Durchschnittlich erhaltenes Buch bzw. Schutzumschlag mit Gebrauchsspuren, aber vollständigen Seiten. / Describes the average WORN book or dust jacket that has all the pages present.
Verlag: Sense Publishers 11 M, 2011
ISBN 10: 9460914497ISBN 13: 9789460914492
Anbieter: AwesomeBooks, Wallingford, Vereinigtes Königreich
Buch
Paperback. Zustand: Very Good. Voices from the Classroom: Elementary Teachers' Experience with Argument-Based Inquiry This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping. .
Verlag: Bob Jones University Press, 2008
ISBN 10: 1591668255ISBN 13: 9781591668251
Anbieter: medimops, Berlin, Deutschland
Buch
Zustand: good. Befriedigend/Good: Durchschnittlich erhaltenes Buch bzw. Schutzumschlag mit Gebrauchsspuren, aber vollständigen Seiten. / Describes the average WORN book or dust jacket that has all the pages present.
Verlag: Bob Jones University Press, 2007
ISBN 10: 1591667046ISBN 13: 9781591667049
Buch
Zustand: Good. Good condition. 4th edition. A copy that has been read but remains intact. May contain markings such as bookplates, stamps, limited notes and highlighting, or a few light stains. Bundled media such as CDs, DVDs, floppy disks or access codes may not be included.
Verlag: Zweitausendeins, 1992
Anbieter: McBook, Freiburg, Deutschland
Zustand: gebraucht. 343 S., original Pappeinband /gebunden, guter Zustand. Versand mit der Deutschen Post oder DHL. Rechnung liegt bei.
Verlag: Butterworth-Heinemann Ltd 01.02.1992., 1992
ISBN 10: 0750601434ISBN 13: 9780750601436
Anbieter: NEPO UG, Rüsselsheim am Main, Deutschland
Buch
Zustand: Gut. 320 Seiten Exemplar aus einer wissenchaftlichen Bibliothek Altersfreigabe FSK ab 0 Jahre Sprache: Englisch Gewicht in Gramm: 518 23,4 x 15,8 x 2,2 cm, Gebundene Ausgabe.
ISBN 10: 9071475808ISBN 13: 9789071475801
Anbieter: Kloof Booksellers & Scientia Verlag, Amsterdam, Niederlande
Buch
Zustand: very good. Amsterdam : Management Press, [1992]. Hardbound with dustjacket. As new. 2 dl. (425 p.). ; 21 cm. Vertaling van: Quality management handbook. - Cop. 1992.De management bibliotheek Condition : very good copy. ISBN 9789071475801. Keywords : ,
Verlag: Zweitausendeins, 1992
ISBN 10: 3861500817ISBN 13: 9783861500810
Anbieter: Buchhandlung Loken-Books, Krefeld, Deutschland
Buch
hardcover. Zustand: Sehr gut. 346 Seiten; Sprache: Deutsch Gewicht in Gramm: 1.
Verlag: Springer International Publishing, 2016
ISBN 10: 3319362321ISBN 13: 9783319362328
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Buch
Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book provides an international perspective of current work aimed at both clarifying the theoretical foundations for the use of multimodal representations as a part of effective science education pedagogy and the pragmatic application of research findings to actual classroom settings. Intended for a wide ranging audience from science education faculty members and researchers to classroom teachers, school administrators, and curriculum developers, the studies reported in this book can inform best practices in K - 12 classrooms of all science disciplines and provide models of how to improve science literacy for all students. Specific descriptions of classroom activities aimed at helping infuses the use of multimodal representations in classrooms are combined with discussion of the impact on student learning. Overarching findings from a synthesis of the various studies are presented to help assert appropriate pedagogical and instructional implications as well as to suggest further avenues of research.
Verlag: Springer International Publishing, 2015
ISBN 10: 331916449XISBN 13: 9783319164496
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Buch
Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book provides an international perspective of current work aimed at both clarifying the theoretical foundations for the use of multimodal representations as a part of effective science education pedagogy and the pragmatic application of research findings to actual classroom settings. Intended for a wide ranging audience from science education faculty members and researchers to classroom teachers, school administrators, and curriculum developers, the studies reported in this book can inform best practices in K - 12 classrooms of all science disciplines and provide models of how to improve science literacy for all students. Specific descriptions of classroom activities aimed at helping infuses the use of multimodal representations in classrooms are combined with discussion of the impact on student learning. Overarching findings from a synthesis of the various studies are presented to help assert appropriate pedagogical and instructional implications as well as to suggest further avenues of research.
Verlag: Cambridge University Press 2018-09-20, Cambridge, 2018
ISBN 10: 1108429823ISBN 13: 9781108429825
Anbieter: Blackwell's, London, Vereinigtes Königreich
Buch
hardback. Zustand: New. Language: ENG.
Verlag: Springer International Publishing, 2020
ISBN 10: 3030240150ISBN 13: 9783030240158
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Buch
Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book reviews the current state of theoretical accounts of the what and how of science learning in schools. The book starts out by presenting big-picture perspectives on key issues. In these first chapters, it focuses on the range of resources students need to acquire and refine to become successful learners. It examines meaningful learner purposes and processes for doing science, and structural supports to optimize cognitive engagement and success. Subsequent chapters address how particular purposes, resources and experiences can be conceptualized as the basis to understand current practices. They also show how future learning opportunities should be designed, lived and reviewed to promote student engagement/learning. Specific topics include insights from neuro-imaging, actor-network theory, the role of reasoning in claim-making for learning in science, and development of disciplinary literacies, including writing and multi-modal meaning-making. All together the book offers leads to science educators on theoretical perspectives that have yielded valuable insights into science learning. In addition, it proposes new agendas to guide future practices and research in this subject.
Verlag: Springer International Publishing, 2019
ISBN 10: 3030240126ISBN 13: 9783030240127
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Buch
Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book reviews the current state of theoretical accounts of the what and how of science learning in schools. The book starts out by presenting big-picture perspectives on key issues. In these first chapters, it focuses on the range of resources students need to acquire and refine to become successful learners. It examines meaningful learner purposes and processes for doing science, and structural supports to optimize cognitive engagement and success. Subsequent chapters address how particular purposes, resources and experiences can be conceptualized as the basis to understand current practices. They also show how future learning opportunities should be designed, lived and reviewed to promote student engagement/learning. Specific topics include insights from neuro-imaging, actor-network theory, the role of reasoning in claim-making for learning in science, and development of disciplinary literacies, including writing and multi-modal meaning-making. All together the book offers leads to science educators on theoretical perspectives that have yielded valuable insights into science learning. In addition, it proposes new agendas to guide future practices and research in this subject.
Verlag: Springer Netherlands, 2004
ISBN 10: 1402020171ISBN 13: 9781402020179
Anbieter: moluna, Greven, Deutschland
Buch
Gebunden. Zustand: New. This volume is of interest to science educators, graduate students, and classroom teachers. The book will also be an important addition to any scholarly library focusing on science education, science literacy, and writing. This book is unique in that it.
Verlag: Springer Netherlands, 2010
ISBN 10: 9048178770ISBN 13: 9789048178773
Anbieter: moluna, Greven, Deutschland
Buch
Zustand: New.
Verlag: Springer Netherlands, 2009
ISBN 10: 1402084269ISBN 13: 9781402084263
Anbieter: moluna, Greven, Deutschland
Buch
Zustand: New.