scholarly journals استخدام إستراتیجیة السقالات التعلیمیة فی تکوین بعض المفاهیم الفیزیائیة وتنمیة الحس العلمی لدى طفل الروضة Usage of Instructional Scaffolding to Form Some Physical Concepts and Development of Scientific sense for kindergartner

2020 ◽  
Vol 17 (1) ◽  
pp. 111-189
Author(s):  
أمل السید خلف
Prosthesis ◽  
2021 ◽  
Vol 3 (1) ◽  
pp. 75-84
Author(s):  
Brian W Darvell

In the pursuit of better treatments, the concept of a chemically-active material, responding to local conditions by causing reactions, or reacting to produce substances that are deemed beneficial, seems laudable. Ultimately, the goal appears to be to recruit natural biological processes such that a natural ‘repair’ is effected. This goal seems to be the reason for prefixing “bio-” to many terms with a view to advertising the desire, yet without presenting evidence that it has occurred, or indeed that it is capable of occurring, relying instead on non-biological processes to justify the claims. The dogma is such that all work where local ‘responsive’ chemistry is involved must receive the label “bioactive” to legitimize and promote. Nevertheless, the primary evidence adduced is flawed, and the claim must fail. A rethink to restore scientific sense and confidence in the endeavour is essential if real progress is to be made.


MedEdPublish ◽  
2018 ◽  
Vol 7 (3) ◽  
Author(s):  
Faraz Khurshid ◽  
Babu Noushad ◽  
Ingrid A. E Spanjers ◽  
Jamila Al-Darwashi

2014 ◽  
Vol 116 (13) ◽  
pp. 124-145
Author(s):  
Debra K. Meyer ◽  
Dennis W. Smithenry

While recognizing that instructional scaffolding in a whole-class context can engage students’ learning as they move through individual zone of proximal developments (ZPDs), in this chapter, we argue that instructional scaffolding also can collectively engage a class through a shared ZPD when participant structures and discourse practices provide for coparticipation and alter traditional notions of teacher support and shared responsibility. A case study of a chemistry classroom is presented to substantiate this argument and illustrate how instructional scaffolding can be used as a support for collective engagement.


Author(s):  
C. John Mann

The nuclear waste programs of the United States and other countries have forced geologists to think specifically about probabilities of natural events, because the legal requirements to license repositories mandate a probabilistic standard (US EPA, 1985). In addition, uncertainties associated with these probabilities and the predicted performance of a geologic repository must be stated clearly in quantitative terms, as far as possible. Geoscientists rarely have thought in terms of stochasticity or clearly stated uncertainties for their results. All scientists are taught to acknowledge uncertainty and to specify the quantitative uncertainty in each derived or measured value, but this has seldom been done in geology. Thus, the nuclear waste disposal program is forcing us to do now what we should have been doing all along: acknowledge in quantitative terms what uncertainty is associated with each quantity that is employed, whether deterministically or probabilistically. Uncertainty is a simple concept ostensibly understood to mean that which is indeterminate, not certain, containing doubt, indefinite, problematical, not reliable, or dubious. However, uncertainty in a scientific sense demonstrates a complexity which often is unappreciated. Some types of uncertainty are difficult to handle, if they must be quantified, and a completely satisfactory treatment may be impossible. Initially, only uncertainty associated with measurement, was quantified. The Gaussian, or normal, probability density function (pdf) was recognized by Carl Friedrich Gauss as he studied errors in his measurements two centuries ago and developed a theory of errors still being used today. This was the only type of uncertainty that scientists acknowledged until Heisenberg stated his famous uncertainty principle in 1928. As information theory evolved during and after World War II, major advances were made in semantic uncertainty. Today, two major types of uncertainty are generally recognized (Klir and Folger, 1988): ambiguity or nonspecificity and vagueness or fuzziness. These can be subdivided further into seven types having various measures of uncertainty based on probability theory, set theory, fuzzy-set theory, and possibility theory.


Author(s):  
Jess L. Gregory

An autonomous learner has developed an intrinsic motivation that drives him or her to pursue learning for the inherent satisfaction and enjoyment that stems from the acquisition of knowledge. This chapter presents strategies for teachers to develop a classroom of more autonomous learners. In addition to some strategies and sequencing of activities to maximize their impact, the chapter presents Universal Design for Learning as a framework for thinking about all teaching and ways to apply differentiated instruction to meet the needs of all learners. While there is a focus on the experience of a novice teacher, the content of this chapter is relevant for all educators looking to reinvigorate their practice to empower students to be more in command of their own learning.


Author(s):  
Ryan R Kelly ◽  
Mary Ann Mccrackin ◽  
Dayvia L Russell ◽  
Lee R Leddy ◽  
James J Cray ◽  
...  

Sign in / Sign up

Export Citation Format

Share Document