From mathematics, attention is turned to the analysis of students' responses to scientific inquiry in order to discover other effective techniques to facilitate learning. Similar to what the previous chapter mentioned, this section depicts valuable styles for teaching using computer frameworks. Such instruction methods channel the gap between student perceptions and computer software, and enhance learners' scientific knowledge. This attempt is employed due to the substantial proof that students encounter hardship in comprehending and absorbing scientific concepts and theories. In order for learners to adapt to the newly introduced conceptual and theoretical changes, they must not only become conscious of and be disappointed with their old notions, they must also regard the new ideas of scientists to be rational, applicable and beneficial in their daily lives. Included here are some suggestions on how to convince the learners, or to make them dissatisfied with their previous inclinations.
|Title of host publication||Software Goes to School|
|Subtitle of host publication||Teaching for Understanding with New Technologies|
|Publisher||Oxford University Press|
|ISBN (Print)||0195089383, 9780195115772|
|State||Published - 22 Mar 2012|
Bibliographical notePublisher Copyright:
© 1995 by Oxford University Press, Inc. All rights reserved.
- Computer software
- Scientific concepts
- Scientific knowledge
ASJC Scopus subject areas
- Psychology (all)