Zobrazeno 1 - 10
of 47
pro vyhledávání: '"Lars-Jochen Thoms"'
Publikováno v:
Education Sciences, Vol 14, Iss 6, p 555 (2024)
This study examines the development of pre-experiences with digital media at school and in university, creating and entertainment-oriented media use and attitudes towards digital media in the classroom among students in the first three years of study
Externí odkaz:
https://doaj.org/article/905a7e2c88eb456faac45a49d0207144
Autor:
Anna Henne, Sabrina Syskowski, Manuel Krug, Philipp Möhrke, Lars-Jochen Thoms, Johannes Huwer
Publikováno v:
Education Sciences, Vol 14, Iss 3, p 264 (2024)
Augmented reality (AR) is vital in education for enhancing learning and motivation through interactive environments and experiments. This requires teacher training in AR creation and integration. Research indicates that learning effectiveness relies
Externí odkaz:
https://doaj.org/article/b2e5bcd1be9540a581b02fdd33ea8610
Publikováno v:
Education Sciences, Vol 13, Iss 10, p 1016 (2023)
The digitalization of everyday school life has gained increasing importance for teachers in recent years. In Germany, this is especially true since the publication of the strategy on “Education in the Digital World” by the Standing Conference of
Externí odkaz:
https://doaj.org/article/b6aa6607fb58402ebeefd3e7ab1043d9
Publikováno v:
Frontiers in Education, Vol 7 (2022)
Prospective teachers need both general and subject-specific digital competencies. However, available competency frameworks usually address only non-subject-specific general digital competencies. Although the joint framework curriculum of the German-s
Externí odkaz:
https://doaj.org/article/ce11ee89627e4038989be861029ead8b
Publikováno v:
Education Sciences, Vol 13, Iss 3, p 319 (2023)
The COVID-19 pandemic changed higher education radically and challenged faculties to adapt their teaching to the new circumstances. The aim of this study is to highlight changes, in particular, the advantages and disadvantages associated with them, a
Externí odkaz:
https://doaj.org/article/bc792cfb879b46f48e741eae627d53df
Publikováno v:
Education Sciences, Vol 12, Iss 5, p 356 (2022)
Prospective teachers must acquire subject-specific digital competencies to design contemporary lessons and to promote digital competencies among students themselves. The DiKoLAN framework (Digital Competencies for Teaching in Science Education) descr
Externí odkaz:
https://doaj.org/article/48d25a9d79e64c5ebc1b5dcb64521d54
Autor:
Lena von Kotzebue, Monique Meier, Alexander Finger, Erik Kremser, Johannes Huwer, Lars-Jochen Thoms, Sebastian Becker, Till Bruckermann, Christoph Thyssen
Publikováno v:
Education Sciences, Vol 11, Iss 12, p 775 (2021)
For the planning and implementation of lessons with digital technologies, a subject-specific technology-related professional competence of teachers is of central importance. However, the competency frameworks developed so far remain in a general pers
Externí odkaz:
https://doaj.org/article/cc3a2836c3ef4986bb05202978366a4d
Publikováno v:
CHEMKON. 29:349-354
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b81956638304d1aa8e5c1a4bc0e6a243
https://doi.org/10.1002/ckon.202200022
https://doi.org/10.1002/ckon.202200022
Autor:
Lars‐Jochen Thoms, Sebastian Becker, Till Bruckermann, Alexander Finger, Johannes Huwer, Erik Kremser, Monique Meier, Christoph Thyssen, Lena von Kotzebue
Publikováno v:
Nachrichten aus der Chemie. 70:20-22
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::50f7b8abf4e814d37605dcf1768857fe
https://doi.org/10.1002/nadc.20224124093
https://doi.org/10.1002/nadc.20224124093
Publikováno v:
The Physics Teacher. 59:337-339
Optical polarization phenomena are omnipresent in physics, chemistry, biology, and technology. Studying optical polarization is best done through an interdisciplinary approach that combines biology and technology, which usually makes things more inte
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::84bda73d2df6e025f68dd6034fc18eec
https://doi.org/10.1119/10.0004882
https://doi.org/10.1119/10.0004882