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Adopting knowledge building pedagogy to support epistemic agency and collaborative contribution in science classes: A case study in New Zealand schools
Adopting knowledge building pedagogy to support epistemic agency and collaborative contribution in science classes: A case study in New Zealand schools
Abstract
This presentation draws on how secondary science teachers from three schools have helped to develop a knowledge building community with their junior classes
Type
Conference Contribution
Type of thesis
Series
Citation
Taylor, 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.
Date
2019