Zobrazeno 1 - 10
of 18
pro vyhledávání: '"James Deehan"'
Publikováno v:
Cogent Education, Vol 11, Iss 1 (2024)
AbstractScientific literacy requires students to generalise their scientific understanding to contexts beyond the classroom and engage in effective communication. An interdisciplinary approach with the curriculum areas of science and English could ad
Externí odkaz:
https://doaj.org/article/754c7be63b374f0a8fb56230f815c999
Publikováno v:
Studies in Science Education. :1-43
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5960116812f284c0526782a8305325af
https://doi.org/10.1080/03057267.2022.2154997
https://doi.org/10.1080/03057267.2022.2154997
Autor:
James Deehan, Amy MacDonald
Publikováno v:
The Australian Educational Researcher.
Teachers are crucial to bridging the theory-praxis divide in science education by utilising evidence-based teaching practices to improve outcomes for their learners. However, the perspectives of primary teachers have seldom been considered beyond the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a600971e4dfc05389299714868b41412
https://doi.org/10.1007/s13384-023-00638-4
https://doi.org/10.1007/s13384-023-00638-4
Autor:
James Deehan, Amy MacDonald
Publikováno v:
Research in Science Education.
The provision of quality science education is a global priority beset by longstanding challenges, which can be amplified in rural and regional contexts. This creates a dual problem where stakeholders must focus on the improvement of science education
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e68a04fe056a4dca846bea8928550a1c
https://doi.org/10.1007/s11165-023-10113-w
https://doi.org/10.1007/s11165-023-10113-w
Autor:
James Deehan
Publikováno v:
Australian Journal of Teacher Education. 46:78-97
Australian Initial Teacher Education (ITE) has long been marred by instability, scrutiny and high academic workloads. University wide workforce changes and the proliferation of online education require ongoing consideration as these factors have the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bfcab5a30b6f282eda7fbbb61692e4f9
https://doi.org/10.14221/ajte.2021v46n6.5
https://doi.org/10.14221/ajte.2021v46n6.5
Autor:
James Deehan, Amy MacDonald
Publikováno v:
International Journal of Educational Research. 119:102189
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c1bbfbb1e6eefd6f770c8b2a9caeb646
https://doi.org/10.1016/j.ijer.2023.102189
https://doi.org/10.1016/j.ijer.2023.102189
Publikováno v:
Journal of Science Teacher Education. 30:923-945
If the declines in interest and performance within school science are to be reversed, it is imperative that competent and confident teachers deliver quality science experiences. This paper ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5978a15b1f15fd6b6a8ab1bb2adb86eb
https://doi.org/10.1080/1046560x.2019.1672377
https://doi.org/10.1080/1046560x.2019.1672377
Contemporary Australian Primary Science Teacher Education : Triumphs, Tensions and Future Directions
This book provides an evidence-based response to how ‘classroom-readiness'translates into the preparation of future teachers of science. It juxtaposes contemporary understanding of programming and practices in initial teacher education in an Austra
Publikováno v:
Research in Science Education. 50:885-916
The science achievement of primary students, both in Australia and abroad, has been the subject of intensive research in recent decades. Consequently, much research has been conducted to investigate primary science education. Within this literature,
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a8e6b56424e68ebab77ae90554d0c07d
https://doi.org/10.1007/s11165-018-9716-9
https://doi.org/10.1007/s11165-018-9716-9
Publikováno v:
International Journal of Science Education. 39:2548-2573
This paper assesses the relationship between participation in two tertiary science courses and the science teaching efficacy beliefs (STEBs) of one cohort of preservice elementary teachers over a four-year period. Two Type II case studies were conduc
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0b950a6ab9020224c19e11fa7fabdd56
https://doi.org/10.1080/09500693.2017.1393706
https://doi.org/10.1080/09500693.2017.1393706