Zobrazeno 1 - 10
of 66
pro vyhledávání: '"Christina Ottander"'
Publikováno v:
Forskning om Undervisning och Lärande, Vol 10, Iss 2 (2022)
Artikeln visar på hur undervisning i form av drama kan ge barn möjligheter att deliberera och utveckla kritiska resonemang kring hållbarhetsfrågor. Syftet är tvådelat, att identifiera konfliktområden som konstitueras, samt att bidra med didakt
Externí odkaz:
https://doaj.org/article/23b944dd882f4fd68b1efc5b2a2c4d89
Publikováno v:
Nordina: Nordic Studies in Science Education, Vol 18, Iss 1 (2022)
Teachers’ own voices have been partially missing in science education research on upper primary school (age 10-12). In order to examine views and experiences of teaching science, we interviewed 14 upper primary teachers. They described science teac
Externí odkaz:
https://doaj.org/article/56ee46e27cab481594a566c86dd6ce72
Publikováno v:
Nordina: Nordic Studies in Science Education, Vol 18, Iss 1 (2022)
This study used a quantitative deductive approach based on Biesta’s functions of education and Roberts’ curriculum emphases to analyse the purposes that are stressed in the Swedish science syllabuses in lower and upper secondary school. The study
Externí odkaz:
https://doaj.org/article/49ec382403e945b384c0e390f5bff5a0
Publikováno v:
Science Education International, Vol 29, Iss 3, Pp 149-162 (2018)
In this study, middle school students’ (8th grade, n = 24) problem-solving processes were investigated while implementing a design-based science learning (DBSL) approach. DBSL tries to incorporate science learning with the processes of engineering
Externí odkaz:
https://doaj.org/article/e754b3dbb6924eea992fbcc838b74856
Publikováno v:
Nordina: Nordic Studies in Science Education, Vol 15, Iss 4 (2019)
In this article, we exemplify and discuss how preschool science education may contribute to Education for Sustainability (EfS). We draw on data from science activities in fourteen Swedish preschools, in which we have previously identified examples of
Externí odkaz:
https://doaj.org/article/8353eb810ce34387b679928fb6723efc
Publikováno v:
Nordina: Nordic Studies in Science Education, Vol 14, Iss 4 (2018)
This article discusses how preschool teachers, who include a scientific content in their practice, describe their practice and their view of science in preschool. The study is based on 20 interviews in 9 Swedish preschools. The theoretical and analyt
Externí odkaz:
https://doaj.org/article/fc9281d2638e41a09264333ec453bcfb
Publikováno v:
Nordina: Nordic Studies in Science Education, Vol 14, Iss 2 (2018)
Externí odkaz:
https://doaj.org/article/4c2d2ba07043424d90c371ead37d36d3
Publikováno v:
Nordina: Nordic Studies in Science Education, Vol 9, Iss 2 (2013)
Externí odkaz:
https://doaj.org/article/9fe6e5c15823459a8e73294d2763b99d
Publikováno v:
Nordina: Nordic Studies in Science Education, Vol 9, Iss 2 (2013)
This article presents results from a Swedish exploratory study investigating perceptions of the learning experiences related to education for sustainable development (ESD) by students 10-12 years old. A comprehensive questionnaire with both open and
Externí odkaz:
https://doaj.org/article/5d29acedc9ea4b6280c355721db3a6aa
Publikováno v:
Nordina: Nordic Studies in Science Education, Vol 9, Iss 1 (2013)
Externí odkaz:
https://doaj.org/article/e9cf7ca533ee4e2682a87a6658b686a5