標(biāo)題: Titlebook: Bridging Research and Practice in Science Education; Selected Papers from Eilish McLoughlin,Odilla E. Finlayson,Peter E. Chi Book 2019 Spri [打印本頁(yè)] 作者: 宣告無(wú)效 時(shí)間: 2025-3-21 17:18
書(shū)目名稱Bridging Research and Practice in Science Education影響因子(影響力)
書(shū)目名稱Bridging Research and Practice in Science Education影響因子(影響力)學(xué)科排名
書(shū)目名稱Bridging Research and Practice in Science Education網(wǎng)絡(luò)公開(kāi)度
書(shū)目名稱Bridging Research and Practice in Science Education網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書(shū)目名稱Bridging Research and Practice in Science Education被引頻次
書(shū)目名稱Bridging Research and Practice in Science Education被引頻次學(xué)科排名
書(shū)目名稱Bridging Research and Practice in Science Education年度引用
書(shū)目名稱Bridging Research and Practice in Science Education年度引用學(xué)科排名
書(shū)目名稱Bridging Research and Practice in Science Education讀者反饋
書(shū)目名稱Bridging Research and Practice in Science Education讀者反饋學(xué)科排名
作者: 浪費(fèi)物質(zhì) 時(shí)間: 2025-3-21 20:40 作者: 遭遇 時(shí)間: 2025-3-22 00:40
An Explorative Laboratory Study: Changing Representations of Functional Dependencies in Physics Clasbraic expressions or verbal descriptions. Only the combination of different representations enables students to experience a physical phenomenon or concept in a holistic way. Therefore, students have to learn how to change respectively translate between different representations in physics class. To作者: 惡意 時(shí)間: 2025-3-22 05:22 作者: Cholesterol 時(shí)間: 2025-3-22 10:16 作者: 保全 時(shí)間: 2025-3-22 13:02
Science or Magic? Reactions of 5-Year-Old Pupils to a Counterintuitive Experimentf its scientificity. We investigate the ability of children to consider a counterintuitive phenomenon as reproducible. The study involved 62 5-year-old children from 4 classes. They were presented with a bottle in which a hole had been pierced and asked if it was possible to stop the water from flow作者: 卜聞 時(shí)間: 2025-3-22 17:04 作者: 嚴(yán)厲批評(píng) 時(shí)間: 2025-3-22 23:26
Students’ Awareness of Working Life Skills in the UK, Finland and Germanye skills in science-related careers can help students identify their own strengths in science. This improves their self-efficacy beliefs in science and further promotes interest in pursuing science studies and careers. The purpose of this paper is to examine lower secondary school students’ knowledg作者: COST 時(shí)間: 2025-3-23 01:28
Participation and Learner Trajectories in Computing Educationerm, social process is needed. Social identity theory is increasingly used to understand the interplay between individual development and social structure. The present report summarises findings from a longitudinal study that followed computing students from the beginning of their university studies作者: 畢業(yè)典禮 時(shí)間: 2025-3-23 07:10 作者: 品嘗你的人 時(shí)間: 2025-3-23 12:23
Promoting Students’ Critical and Active Engagement in Socio-scientific Problems: Inter-Trans-nationats), such as financiers, banks, think tanks, transnational trade organizations and agreements, competitiveness, scientists, engineers, universities, governments, military, advertisements, entertainment, etc. Among myriad harms, perhaps the most serious is devastation from climate change linked to fo作者: 波動(dòng) 時(shí)間: 2025-3-23 17:32 作者: CLAP 時(shí)間: 2025-3-23 20:51
Frantic Standstill and Lack of Future: How Can Science Education Take Care of Students’ Distopic Perscaffolding skills: the abilities to construct visions of the future that support possible ways of acting in the present with one’s eye on the horizon. To this end, we designed a module (targeted at secondary school students) on climate change, focused on causal modelling in science of complex syste作者: palliate 時(shí)間: 2025-3-23 23:46
What Does It Mean to Understand a Physics Equation? A Study of Undergraduate Answers in Three Countrsked over 350 students in the USA, Australia and Sweden the same simple question: How do you know when you understand a physics equation? Students wrote free-text answers to this question, and these were transcribed and coded. The similarity of the answers we received across the three countries surp作者: 抒情短詩(shī) 時(shí)間: 2025-3-24 06:07
Affordances and Constraints of Learning Progression Designs in Supporting Formative Assessmentachers’ formative assessment design and enactment. While many learning progressions have been developed in recent years, they have various design features and span wide ranges of grade levels. This paper examines how six teacher learning communities drew upon different learning progressions in high 作者: 昆蟲(chóng) 時(shí)間: 2025-3-24 07:08
Learning Progressions and Competence Models: A Comparative Analysiscan foster teaching that is responsive to students’ learning needs. In addition, these models can inform the development of standards and curricula and advance theory and research about student learning. This chapter highlights two approaches to modeling student learning: learning progressions (from作者: 賭博 時(shí)間: 2025-3-24 14:04 作者: 傷心 時(shí)間: 2025-3-24 15:38
Einführung in den Fall / Fallbeschreibungd dealing with Joule’s experiment (Joule J. Philos Mag 3(31):173–176, 1847a) and Rankine’s definition (Rankine W. Edinburgh New Philos J 3:121–141, 1855). This sequence has been developed and implemented in the frame of a collaborative and iterative work involving researchers and teachers. On the on作者: BLOT 時(shí)間: 2025-3-24 22:37 作者: superfluous 時(shí)間: 2025-3-25 01:56 作者: 失望未來(lái) 時(shí)間: 2025-3-25 04:22 作者: 瑣事 時(shí)間: 2025-3-25 10:21
https://doi.org/10.1007/978-3-663-02680-8f its scientificity. We investigate the ability of children to consider a counterintuitive phenomenon as reproducible. The study involved 62 5-year-old children from 4 classes. They were presented with a bottle in which a hole had been pierced and asked if it was possible to stop the water from flow作者: 不自然 時(shí)間: 2025-3-25 12:02 作者: 左右連貫 時(shí)間: 2025-3-25 18:46 作者: 纖細(xì) 時(shí)間: 2025-3-25 22:10
Andreas Kleinhans,Martin Rüttler,Erich Zahnerm, social process is needed. Social identity theory is increasingly used to understand the interplay between individual development and social structure. The present report summarises findings from a longitudinal study that followed computing students from the beginning of their university studies作者: indifferent 時(shí)間: 2025-3-26 03:37
Informationen im Entscheidungsproze?issue in Science|Environment|Health pedagogy. Complex systems are, in principle, not predictable. In different contexts, ephemeral mechanisms produce different, sometimes completely unexpected results. The art of decision-making in complex contexts is to take scientific knowledge into account but to作者: Generic-Drug 時(shí)間: 2025-3-26 04:41
https://doi.org/10.1007/978-3-663-05183-1ts), such as financiers, banks, think tanks, transnational trade organizations and agreements, competitiveness, scientists, engineers, universities, governments, military, advertisements, entertainment, etc. Among myriad harms, perhaps the most serious is devastation from climate change linked to fo作者: 船員 時(shí)間: 2025-3-26 10:20 作者: 行為 時(shí)間: 2025-3-26 16:07 作者: PLE 時(shí)間: 2025-3-26 16:57
Tendenzen der weiteren Entwicklung,sked over 350 students in the USA, Australia and Sweden the same simple question: How do you know when you understand a physics equation? Students wrote free-text answers to this question, and these were transcribed and coded. The similarity of the answers we received across the three countries surp作者: Flatus 時(shí)間: 2025-3-26 23:59
https://doi.org/10.1007/978-3-642-79701-9achers’ formative assessment design and enactment. While many learning progressions have been developed in recent years, they have various design features and span wide ranges of grade levels. This paper examines how six teacher learning communities drew upon different learning progressions in high 作者: 考古學(xué) 時(shí)間: 2025-3-27 04:46
https://doi.org/10.1007/978-3-658-05154-9can foster teaching that is responsive to students’ learning needs. In addition, these models can inform the development of standards and curricula and advance theory and research about student learning. This chapter highlights two approaches to modeling student learning: learning progressions (from作者: PATHY 時(shí)間: 2025-3-27 08:13 作者: Hemiparesis 時(shí)間: 2025-3-27 11:51 作者: sterilization 時(shí)間: 2025-3-27 15:54
Bridging Research and Practice in Science Education978-3-030-17219-0Series ISSN 2213-3623 Series E-ISSN 2213-3631 作者: FOLLY 時(shí)間: 2025-3-27 18:32
Eilish McLoughlin,Odilla E. Finlayson,Peter E. ChiShowcases current and innovative orientations in science education.Combines high-quality papers from ESERA 2017 conference which attracted 1600 contributions and participation of international researc作者: MOTTO 時(shí)間: 2025-3-28 00:11 作者: 違反 時(shí)間: 2025-3-28 02:52 作者: 骯臟 時(shí)間: 2025-3-28 08:03
2213-3623 600 contributions and participation of international researc.This edited volume presents innovative current research in the field of Science Education. The chapter’s deal with a wide variety of topics and research approaches, conducted in a range of contexts and settings. Together they make a strong作者: Petechiae 時(shí)間: 2025-3-28 14:08 作者: heterodox 時(shí)間: 2025-3-28 17:22 作者: 是突襲 時(shí)間: 2025-3-28 20:31 作者: 充滿人 時(shí)間: 2025-3-29 01:10 作者: minimal 時(shí)間: 2025-3-29 03:26 作者: 很像弓] 時(shí)間: 2025-3-29 07:17 作者: jungle 時(shí)間: 2025-3-29 14:28
Multiple External Representations (MERs) as a Component of Special Language in Biologyious fields. The findings indicate that the components MERI and MERII of the competence model have a significant influence on item difficulty, while there was only a significant influence for the biological task context genetics, but no significant influence for the type of representation.作者: stress-response 時(shí)間: 2025-3-29 18:00
Heat Angels and Paper Cups: Pupils’ Use of Metaphoric Relations When Engaging Thermal Cameras to Invfested in utterances such as “harder for the heat to escape” and “it wants to get yellow”. In addition, pupils used colour as both a metonym and metaphor for heat and temperature. Expressions of . were closely related to experiences of movement, indicating that spatial cognition is central to childr作者: Sleep-Paralysis 時(shí)間: 2025-3-29 21:23
Using Theoretical and Methodological Triangulation to Study Motivation in the Science Classroomdel was a useful tool to align motivation as measured with questionnaires with motivation as seen through students’ actions in the classroom. The results show that more research on motivation from a situational perspective is needed; thereby we can learn more about relationships between motivation a作者: 遺產(chǎn) 時(shí)間: 2025-3-30 03:55
Students’ Awareness of Working Life Skills in the UK, Finland and Germanyc knowledge and personal attributes, but skills related to career development, organization, time and society skills were often omitted. Some variation exists between the countries. The British students linked careers in science with a great deal of thinking skills, whereas the Finnish students emph作者: 變異 時(shí)間: 2025-3-30 07:46 作者: 免除責(zé)任 時(shí)間: 2025-3-30 09:32
Addressing Complexity in Science|Environment|Health Pedagogyay support many students’ motivation to learn science and change practice in science classrooms. Truly appreciating the role of complexity in Science|Environment|Health pedagogy is likely to raise future citizens who understand the delicate relation between predictability and adaption?and to empower作者: Intrepid 時(shí)間: 2025-3-30 15:38
Promoting Students’ Critical and Active Engagement in Socio-scientific Problems: Inter-Trans-nationaational science education scholars discuss their uses and analyses of the ‘STEPWISE’ curricular and pedagogical framework—which is intended to facilitate such critical and activist science education. After a theoretical defence of the framework, a description is provided of a teacher’s 3-year effort作者: WAX 時(shí)間: 2025-3-30 19:00
Understandings of Scientific Inquiry: An International Collaborative Investigation of Grade Seven Stht until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary 作者: Restenosis 時(shí)間: 2025-3-30 20:47 作者: 逢迎白雪 時(shí)間: 2025-3-31 00:55 作者: Inexorable 時(shí)間: 2025-3-31 06:31
Affordances and Constraints of Learning Progression Designs in Supporting Formative Assessmentdesigning the actual task or using the progressions to sort and interpret student ideas and identify next instructional steps. However, using assessment items linked to progressions seemed to support conversations with more direct instructional action. Results are framed in the context of the potent作者: Ischemia 時(shí)間: 2025-3-31 09:36
Learning Progressions and Competence Models: A Comparative Analysising in science education. The use of learning progressions and competence models in their respective contexts, for both research and practice, suggests that there are important insights that researchers from each tradition can learn through deeper understanding of the other in order to explore and f作者: 惰性氣體 時(shí)間: 2025-3-31 16:26
2213-3623 , emerging identities in science education, approaches to developing learning and competence progressions, and ways of enhancing science teacher education. This collection of studies showcases current research 978-3-030-17221-3978-3-030-17219-0Series ISSN 2213-3623 Series E-ISSN 2213-3631 作者: 認(rèn)為 時(shí)間: 2025-3-31 21:11 作者: Cirrhosis 時(shí)間: 2025-3-31 23:19
