Titlebook: Schulungsprogramm Gefahrguttransport; Grundlehrgang Stück- Siegfried Kreth,Bernd Endrich,Horst Oertel Book 19962nd edition Springer-Verlag

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書目名稱Schulungsprogramm Gefahrguttransport影響因子(影響力)




書目名稱Schulungsprogramm Gefahrguttransport影響因子(影響力)學(xué)科排名




書目名稱Schulungsprogramm Gefahrguttransport網(wǎng)絡(luò)公開度




書目名稱Schulungsprogramm Gefahrguttransport網(wǎng)絡(luò)公開度學(xué)科排名




書目名稱Schulungsprogramm Gefahrguttransport被引頻次




書目名稱Schulungsprogramm Gefahrguttransport被引頻次學(xué)科排名




書目名稱Schulungsprogramm Gefahrguttransport年度引用




書目名稱Schulungsprogramm Gefahrguttransport年度引用學(xué)科排名




書目名稱Schulungsprogramm Gefahrguttransport讀者反饋




書目名稱Schulungsprogramm Gefahrguttransport讀者反饋學(xué)科排名

cancellous-bone

Siegfried Kreth,Bernd Endrich,Horst OertelM competence model with the informatics standards categories. In this project an empirically proofed competence model of Informatics with the target group of senior class students and related measurement tools were developed..As a result of this analytical comparison we identify concurrent competenc

LAVE

Siegfried Kreth,Bernd Endrich,Horst OertelM competence model with the informatics standards categories. In this project an empirically proofed competence model of Informatics with the target group of senior class students and related measurement tools were developed..As a result of this analytical comparison we identify concurrent competenc

jaundiced

Siegfried Kreth,Bernd Endrich,Horst Oertelly use in school; and the students feel they have created a complete product to show to other students (or to the family and to friends). Informatics experts, in particular informatics teachers, discover a pedagogical methodology they are not used to for introducing to programming. All the while, by

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小卒

Siegfried Kreth,Bernd Endrich,Horst Oertelabout, the plan. Four barriers were identified: the low level of ICT use in teaching, teacher skepticism about the plan, the use of conventional teaching methods, and teacher workloads. Overall, teachers were neither technically nor emotionally prepared for the planned introduction of programming ed

笨重

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Triglyceride

Siegfried Kreth,Bernd Endrich,Horst Oertelabout, the plan. Four barriers were identified: the low level of ICT use in teaching, teacher skepticism about the plan, the use of conventional teaching methods, and teacher workloads. Overall, teachers were neither technically nor emotionally prepared for the planned introduction of programming ed

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