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

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

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