Zobrazeno 1 - 10
of 56
pro vyhledávání: '"Jesper Haglund"'
Publikováno v:
Education Inquiry, Vol 10, Iss 1, Pp 56-75 (2019)
Critical thinking is brought to the fore as a central competence in today’s society and in school curricula, but what may be emphasised as a general skill may also differ across school subjects. Using a mixed methods approach we identify general fo
Externí odkaz:
https://doaj.org/article/a6cba237922b4a2dbea103db4c299a33
Autor:
Jesper Haglund
Publikováno v:
Nordina: Nordic Studies in Science Education, Vol 15, Iss 3 (2019)
Externí odkaz:
https://doaj.org/article/3927603578004dfe9138e80c8283a5e4
Publikováno v:
Nordina: Nordic Studies in Science Education, Vol 15, Iss 3 (2019)
This article is written in memory of Professor Helge Strömdahl (1945-2018), the former director of the Swedish National Graduate School in Science and Technology Education (FontD). Helge took his Ph.D. at Gothenburg University in 1996 with the disse
Externí odkaz:
https://doaj.org/article/575dc3bc470b44a8b52ecbc9c056b9ae
Autor:
Fredrik Jeppsson, Jesper Haglund
Publikováno v:
Högre Utbildning, Vol 9, Iss 1 (2019)
Lärarutbildningen uppmärksammas inte sällan för att dess studenter har svårt att uppnå den nivå av akademiskt skrivande som krävs, inte minst vid examensarbeten. Som kontrast till den beskrivningen vill vi lyfta fram motexempel, där lärarst
Externí odkaz:
https://doaj.org/article/e4b7faa62ff94bc085df115580bd988a
Publikováno v:
Designs for Learning, Vol 11, Iss 1 (2019)
Lab activities typically involve phenomena that are invisible to the naked eye. For example, in thermodynamics transfer of heat and temperature changes are perceived by the sense of touch or indirectly observed by the use of thermometers. New tools c
Externí odkaz:
https://doaj.org/article/f82ce720b3ab4552b423385f3619efd3
Publikováno v:
Designs for Learning, Vol 10, Iss 1 (2018)
Inquiry-based approaches to science education are central to recent South African primary and secondary school curricula, but have been found challenging to adopt in disadvantaged township contexts. It is therefore important to find ways of introduci
Externí odkaz:
https://doaj.org/article/49cf28704ebe435980bc36bd21856799
Publikováno v:
Entropy, Vol 12, Iss 3, Pp 490-515 (2010)
A challenge in the teaching of entropy is that the word has several different senses, which may provide an obstacle for communication. This study identifies five distinct senses of the word ‘entropy’, using the Principled Polysemy approach from t
Externí odkaz:
https://doaj.org/article/86a375ec5df14fd3876d7119493ac4d6
Publikováno v:
Nordina: Nordic Studies in Science Education, Vol 11, Iss 1 (2015)
Science education research has long taken an interest in how we may make full use of analogies and metaphors in science teaching. Further, more recently, the role of implicit, conceptual metaphors in connecting abstract conceptual knowledge to concre
Externí odkaz:
https://doaj.org/article/0ea38cc527d240e9a691af03ab135eb0
Publikováno v:
Physical Review Special Topics. Physics Education Research, Vol 11, Iss 2, p 020127 (2015)
Thermal science is challenging for students due to its largely imperceptible nature. Handheld infrared cameras offer a pedagogical opportunity for students to see otherwise invisible thermal phenomena. In the present study, a class of upper secondary
Externí odkaz:
https://doaj.org/article/fc069434bb05494f8afec7c83a0dad11
Autor:
Magdalena Kersting, Tamer G. Amin, Elias Euler, Bor Gregorcic, Jesper Haglund, Liv Kondrup Hardahl, Rolf Steier
Publikováno v:
Science & Education
Bodily engagement with the material and sociocultural world is ubiquitous in doing and learning science. However, science education researchers have often tended to emphasize the disembodied and nonmaterial aspects of science learning, thereby overlo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::213fb479ddff47e371414b86287cb326
https://doi.org/10.1007/s11191-023-00434-7
https://doi.org/10.1007/s11191-023-00434-7