Zobrazeno 1 - 10
of 30
pro vyhledávání: '"Peter E. Childs"'
Autor:
Peter E. Childs
Publikováno v:
LUMAT, Vol 3, Iss 3 (2015)
Science only became a recognised school subject at the end of the 19th century. The study of science subjects remained an elitist pursuit until the mid-late 20th century, but it is now seen as a core subject in many countries, especially in the junio
Externí odkaz:
https://doaj.org/article/f32b2130aab84c979e6089a7519d7e11
Publikováno v:
Action Research and Innovation in Science Education. 1:15-25
The stereotypical image of a scientist has negative consequences in terms of promoting a perception of scientists and relevant careers that is both positive and realistic. This study employs a modified Draw a Scientist Test (DAST) to investigate the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::506e8f22c027343a58fd9120fd19f559
https://doi.org/10.51724/arise.4
https://doi.org/10.51724/arise.4
Autor:
Peter E. Childs
Publikováno v:
Women in Their Element
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2b2787565b8448dc2cc075de13518f3e
https://doi.org/10.1142/9789811206290_0005
https://doi.org/10.1142/9789811206290_0005
Bridging Research and Practice in Science Education : Selected Papers From the ESERA 2017 Conference
This edited volume presents innovative current research in the field of Science Education. The chapter's deal with a wide variety of topics and research approaches, conducted in a range of contexts and settings. Together they make a strong contributi
Autor:
Silvija Markic, Peter E. Childs
Publikováno v:
Chemistry Education Research and Practice. 17:434-438
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d5fe5f5b186a270aca822f4d2d1ef8a2
https://doi.org/10.1039/c6rp90006b
https://doi.org/10.1039/c6rp90006b
Autor:
Peter E. Childs, Anne O’Dwyer
Publikováno v:
Journal of Chemical Education. 92:1159-1170
The Organic Chemistry in Action! (OCIA!) program is a set of teaching resources designed to facilitate the teaching and learning of introductory level organic chemistry. The OCIA! program was developed in collaboration with practicing and experienced
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::73a0babad52cde3719e6bac36baffbc2
https://doi.org/10.1021/ed5006163
https://doi.org/10.1021/ed5006163
Autor:
Anne O’ Dwyer, Peter E. Childs
Publikováno v:
EURASIA Journal of Mathematics, Science and Technology Education. 13
Background:Previous research has identified areas of organic chemistry that learners find difficult and exploring the reasons why. This paper investigates teachers’ and learners’ perceptions of organic chemistry. Teachers’ understanding of thei
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::49aa6d36069af280a9067f728e199c34
https://doi.org/10.12973/eurasia.2017.00748a
https://doi.org/10.12973/eurasia.2017.00748a
Autor:
Anne O ' Dwyer, Peter E. Childs
Publikováno v:
Journal of Chemical Education. 91:987-993
The main areas of difficulty experienced by those teaching and learning organic chemistry at high school and introductory university level in Ireland have been identified, and the findings support previous studies in Ireland and globally. Using these
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2cccc5d51fdec13aa2c4fa6b2fa42fe4
https://doi.org/10.1021/ed400538p
https://doi.org/10.1021/ed400538p
Publikováno v:
Chem. Educ. Res. Pract.. 12:219-227
The expansion of higher education in Ireland since the 1980's has led to a particularly diverse group of students, coming from different backgrounds with varied prior learning experiences. This includes some with little or no Chemistry background ent
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9a3fe7f3bf0accfcaf4646cf5de76a78
https://doi.org/10.1039/c1rp90027g
https://doi.org/10.1039/c1rp90027g
Publikováno v:
LUMAT, Vol 3, Iss 4 (2015)
LUMAT, Vol 3, Iss 4, Pp 512-528 (2015)
LUMAT, Vol 3, Iss 4, Pp 512-528 (2015)
TEMI, Teaching Enquiry with Mysteries Incorporated, is an EU-funded FP7 Science in Society project running from 2013 to 2016. The project aims to encourage science teachers to develop an understanding of inquiry-based learning as well as developing a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3540bde6954a93cf6d3df0bbd221baf7
https://journals.helsinki.fi/lumat/article/view/1020
https://journals.helsinki.fi/lumat/article/view/1020