Zobrazeno 1 - 9
of 9
pro vyhledávání: '"Nina Eliasson"'
Publikováno v:
LUMAT, Vol 12, Iss 3 (2024)
Digital textbooks are rapidly becoming a common feature in mathematics and science teaching. At the same time, there is limited research on teachers’ use of digital textbooks for teaching. Our study takes a comparative approach, contributing to the
Externí odkaz:
https://doaj.org/article/23d74f938d2f4f0f93aa8fb711de8c24
Autor:
Nina Eliasson, Helene Sørensen
Publikováno v:
Utbildning & Demokrati, Vol 28, Iss 3, Pp 41-56 (2019)
This article is about communication in the classroom when science is on the timetable. The text is partly based on previously published results from the SONAT project, which demonstrated to what extent boys and girls choose to respond to closed or op
Externí odkaz:
https://doaj.org/article/a7c3f1d72c7d409c901bc4f855e55adc
Publikováno v:
Nordina: Nordic Studies in Science Education, Vol 13, Iss 2 (2017)
• For the first time student responses to science questions from the Swedish PISA 2006 Main Study and the PISA 2015 Field Trial have been used in order to investigate differences in boys’ and girls’ written responses. Students’ correct and in
Externí odkaz:
https://doaj.org/article/edfa51a7fff34f06a454c0076bfbb5b3
Publikováno v:
Nordina: Nordic Studies in Science Education, Vol 13, Iss 1 (2017)
Abstract International comparisons of students’ knowledge as TIMSS and PISA have shown that Swedish students' knowledge of science deteriorated during the 2000s, compared to both previous years and to other countries. In grade 4, however, the resul
Externí odkaz:
https://doaj.org/article/46c23a460d664fa9b409423a152401ff
Autor:
Helene Sørensen, Nina Eliasson
Publikováno v:
Utbildning & Demokrati, Vol 28, Iss 3, Pp 41-56 (2019)
Student´s access to communication space in the science classroom. This article is about communication in the classroom when science is on the timetable. The text is partly based on previously published results from the SONAT project, which demonstra
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::28cf4372f547577b6b06cc2e2507c52e
https://journals.oru.se/uod/article/view/1129
https://journals.oru.se/uod/article/view/1129
Autor:
Jelena Matić Bojić, Ana Kozina, Nina Eliasson, Ales Ojsteršek, Mirta Mornar, Christine Sälzer, Katinka Gøtzsche, Lana Jurko, Iva Odak, Svenja Vieluf, Manja Veldin
Publikováno v:
Šolsko polje 31 (2020) 3-4, S. 115-137
IN ENGLISH: Over the last few decades, there has been a significant rise in the number of programmes aimed at developing students’ social, emotional and intercultural competencies. This has coincided with growing recognition of the role that school
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::fc1496a463271f85f96402a899b4d15a
https://www.pedocs.de/volltexte/2023/25221/pdf/Solsko_Polje_2020_31_Mornar_et_al_Students_social_emotional_and_intercultural_competencies_A.pdf
https://www.pedocs.de/volltexte/2023/25221/pdf/Solsko_Polje_2020_31_Mornar_et_al_Students_social_emotional_and_intercultural_competencies_A.pdf
Publikováno v:
Sørensen, H 2016, ' Teacher–student interaction in contemporary science classrooms : is participation still a question of gender? ', International Journal of Science Education, vol. 38, no. 10, pp. 1655-1672 . https://doi.org/10.1080/09500693.2016.1213457
We show that boys still have a greater access to the space for interaction in science classrooms, which is unexpected since in Sweden today girls perform better in these subjects than boys. Results ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b27e2eeeb3b8321eeb73550eaf3eef6e
https://doi.org/10.1080/09500693.2016.1213457
https://doi.org/10.1080/09500693.2016.1213457
Publikováno v:
Nordina: Nordic Studies in Science Education, Vol 13, Iss 2 (2017)
For the first time student responses to science questions from the Swedish PISA 2006 Main Study and the PISA 2015 Field Trial have been used in order to investigate differences in boys’ and girls’ written responses. Students’ correct and incorr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ecabe3c4856bd2f08435e701ae4fd504
https://journals.uio.no/nordina/article/view/4023
https://journals.uio.no/nordina/article/view/4023
Publikováno v:
Elisasson, N, Karlsson, K-G & Sørensen, H 2017, ' The Role of Questions in the Science Classroom-how girls and boys respond to teachers’ questions ', International Journal of Science Education, vol. 39, no. 4, pp. 433-452 . https://doi.org/10.1080/09500693.2017.1289420
The purpose of this study was to explore (a) to what extent male and female science teachers pose different types of questions and (b) if the type of science question posed influences the extent to which boys or girls respond to them. Transcripts of
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f8cd4ace9055d9a0f0b34513934ce593
http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-30575
http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-30575