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21 gru 2016 · Coherent and integrated tools, content-based curriculum, and pedagogical models that help teachers systematically understand, predict and design how learning occurs in new learning scenarios are needed to cope with and benefit from the changing circumstances.
9 lis 2023 · Digital learning in scientific education has several advantages, including greater engagement and motivation, improved accessibility, individualized learning, collaborative learning, and gamification (Jovanović & Milosavljević, 2022).
25 cze 2022 · In this chapter we examine what is meant by online distance learning. We consider briefly the history and refinement of the early correspondence course model and outline the modern principles of learning design that ensure an enjoyable deep learning experience for students.
1 gru 2022 · Understanding the preferences of science and mathematics pre-service teachers who have experienced distance learning during the COVID-19 period, may shed light on the most appropriate learning method.
Distance learning is defined as providing access to the students who are physically away from the teacher (Moore et al., 2011). Distance learning requires a different time commitment compared to F2F learning. Time is vital in advance to design and develop online activities, and this is influenced by the teacher's pedagogical and
Science curriculum development can involve changes in what is taught (the content and its related applications), to whom (target audiences, namely the learners), and how (ways of teaching and learning, different instructional interventions). The chapter is concerned with the following key questions: Why develop the science curriculum?
27 sie 2021 · Engaging students in inquiry-based laboratories is challenging for science teachers. Remote labs represent good approximations to physical labs and can broaden participation in distance learning. Most remote labs follow a centralized model for users to interact with predefined parameters.
