Zobrazeno 1 - 10
of 51
pro vyhledávání: '"Peter F. W. Preece"'
Publikováno v:
International Journal of Science Education. 26:805-820
In an investigation of the learning of science content knowledge in a postgraduate preservice education course, it was found that the ‘failure of further learning’ effect can be overcome, at least in part, in well‐designed courses. Nevertheless
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bf73a582bee20ef4cf948f2178449b39
https://doi.org/10.1080/0950069032000119410
https://doi.org/10.1080/0950069032000119410
Autor:
Nigel Skinner, Peter F. W. Preece
Publikováno v:
International Journal of Science Education. 25:205-219
The AstraZeneca-Exeter Science through Telematics (AZEST) project provided evidence that the Internet has much potential as a communication channel for the provision and discussion of INSET materials for primary science in the UK. Participating teach
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6bfea7196c15fdfd0972b35bc0d4f44f
https://doi.org/10.1080/09500690210126757
https://doi.org/10.1080/09500690210126757
Autor:
Peter F. W. Preece
Publikováno v:
Research Papers in Education. 17:363-372
Quantitative scientific measurement requires scales in which the same unit of measurement is maintained throughout the scale. For a physical attribute like length, equal-interval scales can be established by the end-to-end combination of rods of unit
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ed1471ad123a6608bdb067b9a490b239
https://doi.org/10.1080/0267152022000031397
https://doi.org/10.1080/0267152022000031397
Autor:
Peter F. W. Preece
Publikováno v:
Research Papers in Education. 16:381-392
Quantitative algebraic and qualitative topological models can be used in the quest for simple explanations in the field of teaching and learning. The examples described cover such diverse topics as teacher anxiety and classroom control, process-produ
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f1f63ee724bf023305efcf6e3443dc9c
https://doi.org/10.1080/02671520152732016
https://doi.org/10.1080/02671520152732016
Autor:
Peter F. W. Preece, John H. Baxter
Publikováno v:
International Journal of Science Education. 22:1147-1156
A survey of the superstitious and pseudo-scientific beliefs of secondary school students (N=2159) was undertaken, with some follow-up interviews. Gender differences were found at all ages with females generally less sceptical than males. An exception
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::17553d856bcbfdadbbfe040a6a658c99
https://doi.org/10.1080/09500690050166724
https://doi.org/10.1080/09500690050166724
Publikováno v:
Education 3-13. 28:32-36
This article reports on the Telecommunications in Primary Science (TIPS) project. A central aim of the TIPS project was to explore the feasibility of tackling problems associated with some primary teachers' lack of confidence and competence in the ph
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::af3edc49805558861d8a2dfac7fe9ba3
https://doi.org/10.1080/03004270085200301
https://doi.org/10.1080/03004270085200301
Autor:
Peter F. W. Preece, John H. Baxter
Publikováno v:
Research in Science & Technological Education. 18:63-69
The learning of pupils from Years 5 and 6 (9-and 10-year-olds) when taught with the aid of dome and computer planetaria was investigated. The two kinds of planetarium were found to be equally effective, although the learning was confined to female pu
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::95efbe9e8e7439628260f53f7d9b95b1
https://doi.org/10.1080/02635140050031046
https://doi.org/10.1080/02635140050031046
Autor:
J. H. Baxter, Peter F. W. Preece
Publikováno v:
Journal of Computer Assisted Learning. 15:323-331
A multimedia package for teaching about the phases of the moon to Year 8 (12-year-old) students was compared with a conventional three-dimensional modelling approach. Both methods were highly and equally effective in terms of student learning, and th
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::541d820cf734e4fb3d47a048b6152cfd
https://doi.org/10.1046/j.1365-2729.1999.00107.x
https://doi.org/10.1046/j.1365-2729.1999.00107.x
Publikováno v:
International Journal of Science Education. 21:979-987
Data from a large sample of year 9(13-14years) students taking the national Key Stage 3 science tests in England and Wales were used to explore gender differences in science achievement. The most pronounced gender differences, which were in favour of
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d46689f7b88b0ba7a7095607b6760207
https://doi.org/10.1080/095006999290264
https://doi.org/10.1080/095006999290264
Autor:
Peter F. W. Preece, Nigel Skinner
Publikováno v:
Assessment in Education: Principles, Policy & Practice. 6:11-25
The development of a framework for the content and assessment of National Curriculum science in England and Wales, following the 1988 Education Reform Act, is described, with a particular emphasis on assessment at the end of Key Stage 3 (14-year-old
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5a00745db1c19def4a1104c544283d48
https://doi.org/10.1080/09695949992964
https://doi.org/10.1080/09695949992964