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How do weekly mentor sessions and written lesson feedback support science beginning teachers in explaining complex science concepts?

By Ralph Levinson, Jennifer Frost and Ruth Amos
Year: 2006
OAI identifier: oai:eprints.ioe.ac.uk.oai2:483

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Citations

  1. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, doi
  2. (1996). Explaining science in the classroom. Buckingham,
  3. (1995). Learning to teach and models of mentoring. Issues in
  4. (2003). Meaning making in secondary science classrooms. Maidenhead,
  5. (1986). Those who understand:knowledge growth in teaching." doi

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