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  • 科学精神:科学素养的内核所在(一)··································································(09-01)
  • 一次“偏题”的讨论------谈教学中问题的动态生成······················································(06-26)
  • 信息技术为科学教育带来怎样的变化——国外信息技术支持下科学学科的“做中学”应用(三)················(06-26)
  • 信息技术为科学教育带来怎样的变化——国外信息技术支持下科学学科的“做中学”应用(二)················(05-21)
  • 信息技术为科学教育带来怎样的变化——国外信息技术支持下科学学科的“做中学”应用(一)················(05-20)
  • 美国NSF公众科学态度调查新发现(五)·································································(05-19)
  • 美国NSF公众科学态度调查新发现(四)·································································(05-15)
  • 美国NSF公众科学态度调查新发现(三)·································································(05-14)
  • 美国NSF公众科学态度调查新发现(二)·································································(05-13)
  • 美国NSF公众科学态度调查新发现(一)·································································(05-12)
  • 科学本质与科学探究的意义及实践——美国李德曼教授访谈(四)··········································(05-06)
  • 科学本质与科学探究的意义及实践——美国李德曼教授访谈(三)··········································(04-24)
  • 科学本质与科学探究的意义及实践——美国李德曼教授访谈(二)··········································(04-23)
  • 科学本质与科学探究的意义及实践——美国李德曼教授访谈(一)··········································(04-22)
  • 跨世纪的美国中小学科学教育改革(六)································································(04-21)
  • 跨世纪的美国中小学科学教育改革(五)································································(04-15)
  • 跨世纪的美国中小学科学教育改革(四)································································(04-14)
  • 跨世纪的美国中小学科学教育改革(三)································································(04-11)
  • 跨世纪的美国中小学科学教育改革(二)································································(04-03)
  • 跨世纪的美国中小学科学教育改革(一)································································(04-02)
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