The nature and remediation of spatial problems associated with interpreting diagrams of biological sections, vol.II The instructional packages

 

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dc.contributor.author Sanders, Martie
dc.date.accessioned 2020-05-26T12:16:20Z
dc.date.available 2020-05-26T12:16:20Z
dc.date.issued 1995
dc.identifier.citation Sanders, M. 1995. The nature and remediation of spatial problems associated with interpreting diagrams of biological sections, vol.II The instructional packages. . ,Faculty of Humanities ,Humanities Education Development Unit. en_ZA
dc.identifier.uri https://hdl.handle.net/11427/31989
dc.description.abstract This recommended "time planner" has been included so that you have some idea of how much time you will need for each of the lessons. One of the aims of this package is to ensure that teachers do not have to deviate more than is necessary from their normal Std 8 lessons on the structure and function of cells. However, teachers are asked to include the following introductory exercises when they teach the section on the cell. Please emphasis strongly (to the pupils) that this is NOT extra work irrelevant to the syllabus. These lessons are to assist them to develop skills which are absolutely essential for them to succeed as biology scholars. Thereafter the teaching is left to the teacher. However, teachers are asked to incorporate the worksheets on cell organelles. and other relevant exercises, into those lessons in which they deal with those organelles. As teachers will realise. the active involvement of pupils in the learning task inevitably means that more time is spent teaching that section of work. Thus some of the tasks are for pupils to complete at home. Teachers are asked to ensure that pupils do complete these exercises, and that they have some sort of follow-up in class, even if it is merely a class display of drawings which have been done
dc.subject Three-dimensional imaging in biology
dc.title The nature and remediation of spatial problems associated with interpreting diagrams of biological sections, vol.II The instructional packages
dc.type Doctoral Thesis
dc.date.updated 2020-04-14T08:18:13Z
dc.language.rfc3066 eng
dc.publisher.faculty Faculty of Humanities
dc.publisher.department Humanities Education Development Unit
dc.type.qualificationlevel Doctoral
dc.identifier.apacitation Sanders, M. (1995). <i>The nature and remediation of spatial problems associated with interpreting diagrams of biological sections, vol.II The instructional packages</i>. (). ,Faculty of Humanities ,Humanities Education Development Unit. Retrieved from en_ZA
dc.identifier.chicagocitation Sanders, Martie. <i>"The nature and remediation of spatial problems associated with interpreting diagrams of biological sections, vol.II The instructional packages."</i> ., ,Faculty of Humanities ,Humanities Education Development Unit, 1995. en_ZA
dc.identifier.vancouvercitation Sanders M. The nature and remediation of spatial problems associated with interpreting diagrams of biological sections, vol.II The instructional packages. []. ,Faculty of Humanities ,Humanities Education Development Unit, 1995 [cited yyyy month dd]. Available from: en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Sanders, Martie AB - This recommended "time planner" has been included so that you have some idea of how much time you will need for each of the lessons. One of the aims of this package is to ensure that teachers do not have to deviate more than is necessary from their normal Std 8 lessons on the structure and function of cells. However, teachers are asked to include the following introductory exercises when they teach the section on the cell. Please emphasis strongly (to the pupils) that this is NOT extra work irrelevant to the syllabus. These lessons are to assist them to develop skills which are absolutely essential for them to succeed as biology scholars. Thereafter the teaching is left to the teacher. However, teachers are asked to incorporate the worksheets on cell organelles. and other relevant exercises, into those lessons in which they deal with those organelles. As teachers will realise. the active involvement of pupils in the learning task inevitably means that more time is spent teaching that section of work. Thus some of the tasks are for pupils to complete at home. Teachers are asked to ensure that pupils do complete these exercises, and that they have some sort of follow-up in class, even if it is merely a class display of drawings which have been done DA - 1995 DB - OpenUCT DP - University of Cape Town KW - Three-dimensional imaging in biology LK - https://open.uct.ac.za PY - 1995 T1 - The nature and remediation of spatial problems associated with interpreting diagrams of biological sections, vol.II The instructional packages TI - The nature and remediation of spatial problems associated with interpreting diagrams of biological sections, vol.II The instructional packages UR - ER - en_ZA


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