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

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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


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