Evaluering
Norwegian Teachers' Conception of and Stances towards Active Learning
The present study first examines the theoretical and historical background of the longstanding focus on active learning ideas and approaches within the Norwegian compulsory education. Secondly it investigates what Norwegian teachers today view as active learning and what stances they have towards what they conceive of as active learning
Publisert
Eier
Norges forskningsråd
Utfører
Nordlandsforskning
Forfatter
Wenche Rønning
Språk
engelsk