Adopting knowledge building pedagogy to support epistemic agency and collaborative contribution in science classes: A case study in New Zealand schools

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dc.contributor.authorTaylor, Simonen_NZ
dc.coverage.spatialBologna, Italyen_NZ
dc.date.accessioned2020-01-13T02:57:21Z
dc.date.available2019en_NZ
dc.date.available2020-01-13T02:57:21Z
dc.date.issued2019en_NZ
dc.description.abstractThis presentation draws on how secondary science teachers from three schools have helped to develop a knowledge building community with their junior classes
dc.format.mimetypeapplication/pdf
dc.identifier.citationTaylor, S. (2019). Adopting knowledge building pedagogy to support epistemic agency and collaborative contribution in science classes: A case study in New Zealand schools. Presented at the ESERA’19, Bologna, Italy.en
dc.identifier.urihttps://hdl.handle.net/10289/13364
dc.language.isoen
dc.sourceESERA'19en_NZ
dc.titleAdopting knowledge building pedagogy to support epistemic agency and collaborative contribution in science classes: A case study in New Zealand schoolsen_NZ
dc.typeConference Contribution
dspace.entity.typePublication
pubs.finish-date2019-08-30en_NZ
pubs.start-date2019-08-26en_NZ

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