Titlebook: Desirable Science Education; Findings from a Curr Theresa Schulte Book 2017 Springer Fachmedien Wiesbaden GmbH 2017 Curriculum.Stakeholders

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書目名稱Desirable Science Education影響因子(影響力)




書目名稱Desirable Science Education影響因子(影響力)學(xué)科排名




書目名稱Desirable Science Education網(wǎng)絡(luò)公開度




書目名稱Desirable Science Education網(wǎng)絡(luò)公開度學(xué)科排名




書目名稱Desirable Science Education被引頻次




書目名稱Desirable Science Education被引頻次學(xué)科排名




書目名稱Desirable Science Education年度引用




書目名稱Desirable Science Education年度引用學(xué)科排名




書目名稱Desirable Science Education讀者反饋




書目名稱Desirable Science Education讀者反饋學(xué)科排名

Mercurial

吼叫

兩種語言

Empirical Part,tive analysis, including the inter-rater agreement, the classification system and a characterization of the responses. These outcomes are followed by the results of descriptive statistical analyses such as response behavior and category frequencies.

concise

Final Discussion,n terms of their significance for future science education in Germany. For a larger picture, I will also relate the outcomes of this study to other national curricular Delphi studies conducted in the context of the PORFILES project and point out implications for science education in Europe.

Bridle

. The analyses show in which areas changes are necessary so that science education can better fulfill its claim to contribute to students’ general education and literacy..978-3-658-18253-3978-3-658-18254-0

Bridle

ealizes an empirically based approach to a contemporary understanding of scientific literacy from the perspective of different stakeholders in Germany. The analyses show in which areas changes are necessary so that science education can better fulfill its claim to contribute to students’ general edu

Classify

Gabler Lexikon Material Wirtschaft & Einkaufallenges, shortcomings and deficiencies, as indicated by recent debates on the outcomes of international comparative studies on competences of students such as PISA (OECD, 2003, 2004a, 2007b, 2010, 2014) and TIMSS (Baumert, Bos, & Lehmann, 2000; Beaton et al., 1997; Bos et al., 2008; Martin, Mullis, Foy, & Stanco, 2012).

混合,攙雜

CHIDE

https://doi.org/10.1007/978-3-322-83885-8tive analysis, including the inter-rater agreement, the classification system and a characterization of the responses. These outcomes are followed by the results of descriptive statistical analyses such as response behavior and category frequencies.