Conceptual Shifts within Problem Spaces as a Function of Years of Knowledge Building Experience
This thesis explores teaching practice as a function of years of experience with Knowledge Building pedagogy, emphasizing teachers’ continual improvement of practice while they foster continual improvement of students’ ideas. Knowledge Building practice places students’ ideas at the centre of the cl...
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| Language: | en_ca |
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2012
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| Online Access: | http://hdl.handle.net/1807/32325 |