Empowering teachers to bring authenticity and responsive action into the science classroom
Issue 371 | Page 40 | Published Dec 2018
This work provides examples to support teachers in the design of learning scenarios that enable students to make informed decisions and take actions on problems related to science and technology.
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A mechanism to enhance existing assessment systems is described into which both the criteria and evidence may be embedded.
How a group of German school students used a 3D printer to develop helpful tools for chemistry lessons.