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Paul BoyerCreated by Anne Egger, Stanford University Details
As scientists and educators, we like to think that our teaching makes a difference. We hope that students walk out of our classrooms not only knowing more about the world than when they walked in, but that they are better prepared to tackle issues with a scientific basis that come up in their own lives. In other words, we expect our students to gain not only content knowledge from our courses (for example, what happens to pH when acids and bases are mixed in varying proportions), but process knowledge – how we know what we know. These pages will help you integrate the process of science into your teaching at all levels, using a variety of different techniques. -
Jean PotterExamples of activities,
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Samantha Carpenterprocess of science
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