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並列摘要


K-12 administrators, teachers, and students can better appreciate the learning rewards possible from Educational Futuristics through employ of action projects. Twelve are outlined below, each well suited to student age and course-specific adaptation. Affordable, engaging, and pragmatic, they combine fun with take away” lessons of lasting value. Careful to mix research with discovery, and scholarship with creativity, the exercises foster cautious optimism, a value at the core of Educational Futuristics. In combination they should help everyone in K-12 education feel a bit more equal to our responsibility to promote a still finer future.

被引用紀錄


郭俊廷(2011)。影響網路書店再購意願之因素探討-以台灣網路書店為例〔碩士論文,國立臺北科技大學〕。華藝線上圖書館。https://doi.org/10.6841/NTUT.2011.00707
李岱璇(2009)。人類基因資料庫建置與管控之法律問題分析〔碩士論文,國立臺灣大學〕。華藝線上圖書館。https://doi.org/10.6342/NTU.2009.10456
劉柏青(2006)。以高斯混合模型為基礎之呼吸音分類研究〔碩士論文,國立臺灣大學〕。華藝線上圖書館。https://doi.org/10.6342/NTU.2006.01904
Huang, B. B. F. (2008). 以雷蒙威廉斯之觀點重新審視葉慈戲劇世界中的融合哲學 [master's thesis, National Taiwan Normal University]. Airiti Library. https://www.airitilibrary.com/Article/Detail?DocID=U0021-0804200910243630
Huang, Y. C. (2009). Reading Biotechnology: Margaret Atwood's Oryx and Crake [master's thesis, National Tsing Hua University]. Airiti Library. https://www.airitilibrary.com/Article/Detail?DocID=U0016-1111200916053432

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