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numerous applications were developed or proposed, with official government support in some territories and jurisdictions.
banyak aplikasi dikembangkan atau diusulkan, yang mendapat dukungan resmi pemerintah di beberapa wilayah dan yurisdiksi.
as of 17 april 2020, more than 2.24 million cases have been reported across 210 countries and territories, resulting in more than 153,000 deaths.
hingga 17 april 2020, lebih dari 2,24 juta kasus telah dilaporkan di 210 negara dan wilayah teritorial, yang mengakibatkan lebih dari 153.000 kematian.
as of 10 april 2020, approximately 1.61 million cases of covid-19 have been reported in 210 countries and territories, resulting in approximately 97,000 deaths.
hingga 10 april 2020, sekitar 1,61 juta kasus covid-19 telah dilaporkan di 210 negara dan wilayah teritorial, yang mengakibatkan sekitar 97.000 kematian.
n many countries, play is the vehicle for teaching and learning, requiring early childhood teachers to recognize and assess children's demonstrations of knowledge and capabilities as they are displayed during play. in the context of science learning, assessing what children know already, referred to as “assessment for learning,” equips teachers with the knowledge required to make purposeful decisions during these playful experiences and guide children's science process skill development while following their interests. consistent evidence since the introduction of national quality standards in australia has identified a need to strengthen teacher capabilities in assessment. this research investigated teachers' assessment practices, and the influences on these practices, during the implementation of a suite of playful science experiences in long day care and preschool settings in the northern territory (nt), australia. teachers were introduced to the nt preschool science games and were supported to apply an assessment tool designed for the observation and development of science process skills. adopting a multiple case study approach, semistructured interviews from three cases were thematically analyzed. our findings demonstrate that despite having specific tools to support assessment for learning these were inconsistently applied. thematic analysis of semistructured interviews revealed that assessment practice was influenced by contextual influences, affective responses and teaching practice. unpacking these themes further, we identified that following children's interests was associated with the absence of systematic assessment of scientific thinking to inform planning for learning within the informal curriculum. to support teacher practice in early childhood science, and promote the assessment of children's capabilities within playful learning, we propose a model of assessment for playful learning.
pendidikan sains yang terintegrasi dengan seni melibatkan siswa dalam kegiatan dan memungkinkan mereka untuk mengaitkan konsep sains dengan kehidupan sehari - hari (de beer et al., 2018; pugh
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