Hyper-konstruktywizm w nauczaniu fizyki. Tożsamość indywidualna i kompetencje społeczne

dc.contributor.author	Karwasz, Grzegorz
dc.contributor.author	Karbowski, Andrzej
dc.date.accessioned	2017-04-20T10:12:07Z
dc.date.available	2017-04-20T10:12:07Z
dc.date.issued	2017-03-23
dc.identifier.citation	Acta Universitatis Nicolai Copernici Pedagogika, Vol. 32, pp. 177-202
dc.identifier.issn	0208-5313
dc.identifier.other	doi:10.12775/AUNC_PED.2016.009
dc.identifier.uri	http://repozytorium.umk.pl/handle/item/4295
dc.description.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.
dc.language.iso	pol
dc.rights	Attribution-NoDerivs 3.0 Poland
dc.rights	info:eu-repo/semantics/openAccess
dc.rights.uri	http://creativecommons.org/licenses/by-nd/3.0/pl/
dc.subject	individual identity
dc.subject	social competence
dc.subject	hyper-constructivism
dc.subject	interactive physics
dc.title	Hyper-konstruktywizm w nauczaniu fizyki. Tożsamość indywidualna i kompetencje społeczne
dc.type	info:eu-repo/semantics/article