ⵜⴰⵥⵕⵥⴽⴰⵡⴰⵏⵜ (ⵜⵉⵥⵕⵉ ⵏ ⵓⵍⵎⵎⵓⴷ)
| ⵜⴰⵥⵕⵥⴽⴰⵡⴰⵏⵜ | |
|---|---|
| ⵜⵉⵥⵕⵉ ⵏ ⵓⵍⵎⵎⵓⴷ | |
| ⴰⵎⴳⴰⵢ | ⵙⵉⵎⵓⵔ ⴱⴰⴱⵔⵜ  |
ⵙⵏⴼⵍ ⴰⵙⴰⴳⵎ - ⵙⵏⴼⵍ - ⵡⵉⴽⵉⴷⴰⵜⴰ  | |
ⴰⵍⵎⵎⵓⴷ ⴰⵥⴽⴰⵡⴰⵏ ⵉⴳⴰ ⵢⴰⵏ ⵓⵔⵎⵎⵓⵙ ⵉⵜⵜⵢⴰⵙⴰⵢⵏ ⵙⴳ ⵜⵥⵕⵉ ⵜⴰⵥⵕⴽⴰⵡⴰⵏⵜ; ⴷ ⴰⵔ ⵙⴽⴰⵔⵏ ⵡⵓⴳⴳⵉⴷⵏ ⵍⵍⵉ ⵉⴳⴰⵏ ⵙⴳ ⵉⵏⵍⵎⴰⴷⵏ ⵉⵣⵓⵔⵜⵏ ⵉⵎⴳⵔⵔⴰⵡⵏ ⵍⵍⵉ ⵙ ⵥⴹⴰⵕⵏ ⴰⴷ ⵔⵎⵙⵏ ⴰⵎⴰⴹⴰⵍ ⵍⵍⵉ ⴰⵙⵏ ⵉⵙⵙⵓⵜⵍⵏ. ⴷ ⵎⵇⵇⴰⵔ ⵎⴽⴰⵏⵏ, ⴷⴰ ⵉⵜⵜⵉⵏⵉ ⵓⵏⴰⵎⴽ ⵏ ⵜⵥⵕⴽⴰⵡⴰⵏⵜ ⵎⴰⵙ ⴷ ⴰⵍⵎⵎⵓⴷ ⵉⵣⵎⵔ ⴰⴷ ⵉⵜⵜⵓⵙⵉⴷⵜ ⵙ ⵜⵕⵡⵉ ⵓⴳⴳⴰⵔ ⴽⵓⴷⵏⵏⴰ ⴳⴰⵏ ⵎⴷⴷⵏ ⵉⵏⵔⵎⴰⴷⵏ ⵓⵍⴰ ⵏⵜⵜⵏⵉ ⴳ ⵓⵙⵉⴷⵜ ⵏ ⵜⵖⴰⵡⵙⵉⵡⵉⵏ ⵜⵉⴽⵎⴰⵎⵉⵏ ⴳ ⵓⵎⴰⴹⴰⵍ ⴰⴷⵜⵜⴰⵏ.
ⴳ ⵓⵙⴰⵜⴰⵍ ⵏ ⵓⵏⴰⵎⴽ ⴰⴷ, ⴰⵔ ⵉⵜⵜⵓⵎⴰⵏ ⵎⴰⵙ ⴷ ⵢⵉⵔⵎ ⵏ ⵜⵥⵕⴽⴰⵡⴰⵏⵜ ⵉⵣⴷⵉ ⵙ ⵓⵛⵛⵉⵍ ⴷ ⵓⵍⵎⵎⵓⴷ ⴰⵏⴰⵔⴰⵎ, ⵎⴽⵍⵍⵉ ⵉⴱⴷⴷ ⵖⴼ ⵜⵥⵕⵉ ⵜⴰⵡⵙⵙⴰⵏⵜ ⵏ ⵜⵥⵕⴽⴰⵡⴰⵏⵜ ⵏ ⵓⵎⴰⵙⵙⴰⵏ ⵊⴰⵏ ⴱⵢⴰⵊⵉ.[1]
ⵥⵕ ⵓⴳⴳⴰⵔ
[ⵙⵏⴼⵍ | ⵙⵏⴼⵍ ⴰⵙⴰⴳⵎ]ⵉⵙⴰⵖⵓⵍⵏ
[ⵙⵏⴼⵍ | ⵙⵏⴼⵍ ⴰⵙⴰⴳⵎ]- ^ Cakir, M. (2008). Constructivist Approaches to Learning in Science and Their Implications for Science Pedagogy: A Literature Review. International Journal of Environmental & Science Education, 3(4), 193-206. Retrieved from EBSCOhost.