Hyper-konstruktywizm w nauczaniu fizyki. Tożsamość indywidualna i kompetencje społeczne
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Abstract
This paper demonstrates how hyper-constructivist methodology used in interactive lectures and workshops in physics for children and young people develops both the individual identity of young people and their social competence. These activities are also examples of the practical implementation of the long-proposed pedagogical contents knowledge.
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individual identity, social competence, hyper-constructivism, interactive physics
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Acta Universitatis Nicolai Copernici Pedagogika, Vol. 32, pp. 177-202
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