Std- 10 Science and Technology-
Gujarati Medium Textbook pdf Download
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Textbook Name: Std- 10 Science and Technology-Gujarati Medium Textbook
Language:
Class: Standard - 10
Published by: Gujarat State Board of School Textbooks (GSSTB)
Download Mode and Format: Online Mode and PDF Format File
Official Website: gujarat-education.gov.in/textbook/
Std- 10 Science and Technology Textbook PDF
Not only do they tend to have the most intense and detailed conversations, but their resultant paragraphs about science tend to be what we would consider the most perceptive and balanced. Later in the course, they go back to some of these statements to design exhibitions for their peers about how they would teach this principle about science to students.
Class-10 Science and Technology PDF book
For example, two graduate students designed five different posters depicting five well-known models of classification systems throughout the history of science from Aristotle to the present. Their peers loved it because it was such a vivid way to teach something all children learn in a developmental way. It so clearly showed these systems to be human constructions that were later replaced with what the scientific community decided were more authentic models.
Gujarat Board Std- 10 Science and Technology PDF book
What better way to show that “science builds on what has gone on before and refines its conclusions” or “theory and observation interact” or “theories help scientists interpret their observations.” Finally, interesting results occurred when we used the card game with some university scientists. Scientists are diverse in their views about science -- some holding rather strong empiricist views, others seeming theoretically driven, and others appearing balanced. The cultural component was minimally referred to by our scientists.
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The research piece to the card game -- looking more closely at the relationship between composition (race, culture, gender) of our various card-playing groups and our results, what they do with the cards, how they respond to the activity initially and in retrospect, what they propose to do differently when they leave us, and what they end up doing back in their schools -- is richly layered and ongoing. The activity we are writing about is called a “card exchange,” a learning game developed by Bergquist and Phillips (1975) for classes of 20 students or more.
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