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pro vyhledávání: '"Aroua, Saïda"'
Autor:
AROUA, SAÏDA
Teaching research master is an opportunity to realize it as the place of the interaction between the production and transmission of knowledge. However, an analysis of the master biology students’ conceptions of the research process revealed a misun
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::be8d9863a27a0ac20b44b91e8f54fe01
Autor:
AROUA, SAÏDA
Publikováno v:
Review of Science, Mathematics and ICT Education, Vol 8, Iss 2, Pp 49-66 (2014)
Teaching methods research would be a perfect opportunity to achieve university as a place of production and transfer of knowledge because it is training "to" and "through" research. But apart the difficulties expressed by students about learning rese
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::57b27766c07c8f4dc78405d0a47d0ce6
https://pasithee.library.upatras.gr/review/article/view/2150
https://pasithee.library.upatras.gr/review/article/view/2150
Publikováno v:
Review of Science, Mathematics and ICT Education, Vol 7, Iss 1, Pp 5-26 (2013)
Tunisia, Arab Muslim country, is characterized by a concordist socio-cultural context. Students mobilize conceptions of the diversity of life that are a mixture of religious and scientific knowledge. The teaching of the biological evolution described
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a03e78900c8402fec20c9dc966f7a006
https://doaj.org/article/5892f4ac1f374d1e925f30bee741918f
https://doaj.org/article/5892f4ac1f374d1e925f30bee741918f
Autor:
Aroua, Saïda
L'enseignement de l'évolution du vivant en Tunisie souffre d'une précarité du statut scientifique en raison de son interférence avec les croyances religieuses des élèves, d'un contexte concordiste et d'une déficience de formation scientifique
Publikováno v:
Evolution: Education & Outreach; Sep2009, Vol. 2 Issue 3, p474-478, 5p
Autor:
Malik, Shoaib Ahmed1 (AUTHOR) shoaib.malik@zu.ac.ae
Publikováno v:
Religions. Jan2023, Vol. 14 Issue 1, p95. 21p.