Zobrazeno 1 - 10
of 16
pro vyhledávání: '"Piet Lijnse"'
Publikováno v:
Physics Education. 43:433-439
This article concerns an outline of an introductory mechanics course. It is based on the argument that various uses of the concept of force (e.g. from Kepler, Newton and everyday life) share an explanatory strategy based on core causal knowledge. The
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9f9bc30e4b7ec14d8048449018428021
https://doi.org/10.1088/0031-9120/43/4/014
https://doi.org/10.1088/0031-9120/43/4/014
Publikováno v:
The Physics Teacher. 43:266-271
The following student text on conservation laws, symmetries, and elementary particles was developed in a Dutch project for teaching modern physics to the top stream of the sixth year of secondary education (age 17–18). In a series of 35 lessons of
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1a70efa56eda0540de1bcc291e1c8fc2
https://doi.org/10.1119/1.1903808
https://doi.org/10.1119/1.1903808
Autor:
Piet Lijnse
Publikováno v:
International Journal of Science Education. 26:537-554
This paper describes ‘didactical structures’ as a possible outcome of research on teaching–learning sequences. Starting from an explicit didactical perspective, in this case a so‐called problem‐posing approach, the research emphasis lies on
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::466d22075ca93791a1f0609be5230721
https://doi.org/10.1080/09500690310001614753
https://doi.org/10.1080/09500690310001614753
Autor:
Piet Lijnse
Publikováno v:
Science Education. 74:571-583
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c52b982f5b115beadf8013376cfd6391
https://doi.org/10.1002/sce.3730740507
https://doi.org/10.1002/sce.3730740507
Publikováno v:
Science Education. 74:183-195
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3d81940a129a04eaedd4694ce3a6c44b
https://doi.org/10.1002/sce.3730740205
https://doi.org/10.1002/sce.3730740205
Publikováno v:
International Journal of Science Education. 12:67-78
The Chernobyl accident has been used as an opportunity to study pupils’ ideas about radioactivity, in relation to the information presented in the mass‐media. Our study produced a detailed picture of pupils’ ideas about the accident, the spread
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2fb0b181207d7344d7fb7c1cd5f66e3f
https://doi.org/10.1080/0950069900120106
https://doi.org/10.1080/0950069900120106
Publikováno v:
Science Education. 74:95-103
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::24a9cd6c421a4ffba11c86e9817f88eb
https://doi.org/10.1002/sce.3730740108
https://doi.org/10.1002/sce.3730740108
Autor:
Piet Lijnse
Publikováno v:
Research and the Quality of Science Education ISBN: 9781402036729
This paper describes some general aspects of the problem posing approach, as developed at the CSMEU. It describes why this approach has been developed; what didactical problem it tries to focus on; from what perspective this is done; to what didactic
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b04eee804c89889a1d92a5edc05632f3
https://doi.org/10.1007/1-4020-3673-6_2
https://doi.org/10.1007/1-4020-3673-6_2
Autor:
Piet Lijnse
Publikováno v:
Physics Education. 31
This book reports on the findings of a three-year research project carried out in New Zealand. It documents the teacher development process for a group of science teachers that took part in the `Learning in Science project'. A main focus of this proj
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::90f60c302ebf3231e09afe65f75e659f
https://doi.org/10.1088/0031-9120/31/5/031
https://doi.org/10.1088/0031-9120/31/5/031
Publikováno v:
Physics Education; Jul2008, Vol. 43 Issue 4, p433-439, 7p