Zobrazeno 1 - 7
of 7
pro vyhledávání: '"Rachel Mamlok-Naaman"'
Publikováno v:
Chem. Educ. Res. Pract.. 11:241-252
In order to help teachers to bring their students into contact with the frontiers of chemistry, a special program for enhancing chemistry teachers' content knowledge as well as their pedagogical knowledge was launched at the Weizmann Institute of Sci
Publikováno v:
Science Education. 91:579-603
The traditional pedagogical approach for teaching chemical bonding is often overly simplistic and not aligned with the most up-to-date scientific models. As a result, high-school students around the world lack fundamental understanding of chemical bo
Publikováno v:
International Journal of Science Education. 27:855-879
Design-based science (DBS) is a science pedagogy in which new scientific knowledge and problem-solving skills are constructed in the context of designing artifacts. This paper examines whether the enactment of a DBS unit supported students’ efforts
Publikováno v:
Journal of Research in Science Teaching. 41:1081-1110
Design-Based Science (DBS) is a pedagogy in which the goal of designing an artifact contextualizes all curricular activities. Design is viewed as a vehicle through which scientific knowledge and real-world problem-solving skills can be constructed. F
Publikováno v:
Chemistry Education and Sustainability in the Global Age ISBN: 9789400748590
Traditionally, most teachers, both during their pre-service training as well as during their in-service experience, are exposed to only the conceptual structure and processes of chemistry. However, teaching chemistry most effectively necessitates bot
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::78ed56e5e9363cf116f69e1408088988
https://doi.org/10.1007/978-94-007-4860-6_8
https://doi.org/10.1007/978-94-007-4860-6_8
Publikováno v:
Celebrating the 100th Anniversary of Madame Marie Sklodowska Curie’s Nobel Prize in Chemistry ISBN: 9789460917196
The Scientific Revolution established science as a source for the growth of knowledge. During the 19th century, the practice of science became professionalized and institutionalized in ways that continued through the 20th century. As scientific knowl
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1597b33b124a0bfb93c4e19ace0154dc
https://doi.org/10.1007/978-94-6091-719-6_7
https://doi.org/10.1007/978-94-6091-719-6_7
Publikováno v:
Journal of Chemical Education. 85:1680
Traditional curriculum for teaching bonding often fosters the use of over-simplifications and over-generalizations. Therefore, there is a need for a presentation that is consistent with current scientific knowledge and that provides the student with