The Thinking Frames Approach: a case study of inclusion using student-generated multiple-representations
© 2019 NASEN Many teachers struggle to provide equitable opportunities for students with special educational needs (SEN) to learn science concepts in the inclusive classroom. This study examines the experience of teaching in an inclusive classroom using a conceptual change approach, the Thinking Fra...
| Main Author: | |
|---|---|
| Format: | Journal Article |
| Published: |
2019
|
| Online Access: | http://hdl.handle.net/20.500.11937/75366 |