פרסומים ומאמרים
של צוות פרקטל (4) הנוגעים לפרקטיקות הוראה (7) פרקטיקות בהוראת פיזיקה/מתמטיקה (15) אתרים רלוונטים (3)
פרסומים של צוות פרקטל
Kashtan Y., Gil E. Mualem R., (2019) Embodiment as a Teaching Practice in High School Level Physics. Earli, Aachen, Germany, 2019.
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פרסומים הנוגעים לפרקטיקות הוראה
Windschitl, M., Thompson, J., Braaten, M., & Stroupe, D. (2012). Proposing a core set of instructional practices and tools for teachers of science. Science education, 96(5), 878-903.
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פרסומים הנוגעים לפרקטיקות הוראת פיזיקה
יחיאלי ת. (2007). "הקיר לא מפעיל עליי כוח – הוא סתם שם": הוראה משמעותית של
החוק השלישי של ניוטון. קריאת בינים, 1.
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Clement, J. (1993), Using bridging analogies and anchoring intuitions to deal with students’ preconceptions in physics, J. Res. Sci. Teach. 30(10), 1241. https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.36603010071.
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Etkina, E., Van Heuvelen, A., Brookes, D. T., & Mills, D. (2002). Role of experiments in physics instruction—A process approach. The Physics Teacher, 40(6), 351-355.
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Etkina, E., Warren, A., & Gentile, M. (2006). The role of models in physics instruction. The physics teacher, 44(1), 4-39.
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Glynn, S. (2004). The teaching-with-analogies model. PUB TYPE, 195.
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Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American journal of Physics, 66(1), 64-74.
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Hestenes, D. (1987). Toward a modeling theory of physics instruction. American journal of physics, 55(5), 440-454.
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Kapon, S., & Merzel, A. (2018). Pre-service physics teachers’ learning from guided cycles of pedagogical design and teaching of lessons. Physics Education, 54(1), 015026.
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McDonald, M., Kazemi, E., Kelley-Petersen, M., Mikolasy, K., Thompson, J., Valencia, S., & Windschitl, M. (2014). Practice makes practice: Learning to teach in teacher education. Peabody Journal of Education, 89(4), 500–515. doi: 10.1080/0161956X.2014.938997.
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Mathan, S. A., & Koedinger, K. R. (2005). Fostering the intelligent novice: Learning from errors with metacognitive tutoring. Educational psychologist, 40(4), 257-265.
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Mualem, R., & Eylon, B. S. (2007). “Physics with a smile”—Explaining phenomena with a qualitative problem-solving strategy. The Physics Teacher, 45(3), 158-163.Scherr, R. E. (2008). Gesture analysis for physics education researchers. Physical Review Special Topics-Physics Education Research, 4(1), 010101.
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Singh, V. (2010). The Electron Runaround: Understanding electric circuit basics through a classroom activity. The Physics Teacher, 48(5), 309-311.
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Skulmowski, A., & Rey, G. D. (2018). Embodied learning: introducing a taxonomy based on bodily engagement and task integration. Cognitiveresearch: principles and implications, 3(1), 6.b
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פרסומים הנוגעים לפרקטיקות הוראת מתמטיקה
Lampert, M., Franke, M., Kazemi, E., Ghousseini, H., Turrou, A., Beasley, H., Cunard, A., Crowe, K. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching in mathematics. Journal of Teacher Education, 64(3), 226–243. doi: 10.1177/0022487112473837.
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Lampert, M. (2010, January/February). Learning teaching in, from, and for practice: What do we mean? Journal of Teacher Education, 61(1/2), 21–34. doi: 10.1177/0022487109347321.
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