![]() ![]() Private profit, science, and science education: Critical problems and possibilities for action. School Science and Mathematics, 106(5), 21–31.īencze, L. Conflicting orientations to science-technology-society-environment education. The Canadian Journal of Science, Mathematics and Technology Education, 6(1), 9–22.īarrett, S., & Pedretti, E. A youth forum on sustainability meets the human factor: Challenging cultural narratives in schools and museums. Canadian Journal of Science, Mathematics and Technology Education, 10(3), 177–196.īarrett, M. Activism in SMT education in the claws of the hegemon. Journal of Research in Science Teaching, 46(10), 1090–1113.Īlsop, S., & Bencze, J. Fostering a community of practice through a professional development program to improve elementary teachers’ views of nature of science and teaching practice. London, England: Althouse Press.Īkerson, V., Cullen, T., & Hanson, D. Science education for everyday life: Evidence-based practice. New York, NY: Routledge Press.Īikenhead, G. Cross (Ed.), A vision for science education: Responding to the work of Peter J. New York, NY: Teachers College Press.Īikenhead, G. Aikenhead (Eds.), STS education: International perspectives on reform (pp. Bridging cultures: Indigenous and scientific ways of knowing nature. We are grateful for a Social Sciences and Humanities Research Council grant #482799 for funding this work.Īikenhead, G. L’appareil théorique, la grande facilitation, la capacité collective et les multiples provenances ont été identifiées comme des aspects clés des communautés d’apprentissage professionnel. Toutefois, il est clair que les STSE se caractérisent par une grande variété d’orientations, et que l’action dans ce domaine est perçue comme problématique. Les résultats indiquent que lesCAP fournissent aux enseignants un environnement qui favorise l’exploration de nouvelles idées et pratiques. Plus précisément, nous analysons d’abord la compréhension des STSE chez les enseignants qui participent à la CAP, et ensuite la nature de la CAP qui soutient leurs efforts. Une communauté d’apprentissage professionnel (CAP), formée d’une équipe de facilitateurs et de 24 enseignants de niveau élémentaire, a été établie pour aider les enseignants à relever les défis que présente l’enseignement des STSE. Google Drive and Docs editors use the time zone set for the user's web browser or computer.Les nouveaux curriculums de sciences en Ontario situent les objectifs d’enseignement en sciences, technologies, société et environnement (STSE) au premier plan des cours de sciences. For instructions, go to Use Google Calendar in different time zones. In Google Calendar, users can change their time zone and create events with certain time zone. For instructions, go to Set a spreadsheet’s location & calculation settings. In Google Sheets, users can choose a time zone for a specific spreadsheet. You may want to share the following information with your users: Users can change time zones for some services. You can only continue to change the default time zone. If you set a time zone, you can't switch back to using time zones based on the user's location. Existing users keep their current time zone. Setting a default time zone applies only to new user accounts. ![]() You can set a different default time zone for new users in the Admin console. When a new user first signs in to their Google Workspace account, the time zone is based on their location.
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