Zobrazeno 1 - 10
of 34
pro vyhledávání: '"R Ruurd Taconis"'
Publikováno v:
Professional Development in Education, 48(3), 523-539. Taylor and Francis Ltd.
Professional development in education, 48(3), 523-539. Routledge
Professional development in education, 48(3), 523-539. Routledge
Professional development programmes for teachers that aim at context-based science education are usually lengthy and less effective than intended. In this study, a one-year professional development programme was designed and evaluated that consistent
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::bb8c9d93fc7dd3e7b15a1a0f319d97a2
https://doi.org/10.1080/19415257.2020.1712616
https://doi.org/10.1080/19415257.2020.1712616
Publikováno v:
Learning Environments Research, 25(1), 115-139
Learning Environments Research, 25(1), 115-139. Springer
Learning Environments Research 25 (2022) 1
Learning Environments Research, 25(1), 115-139. Springer
Learning Environments Research 25 (2022) 1
We investigated teachers’ perceptions of an online inservice teacher course in China and its outcomes, as well as connections between these two types of perceptions. Data were collected from a sample of 251 teachers following a course on Informatio
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0202f3d03800af012550e7f2af95a914
https://research.wur.nl/en/publications/chinese-teachers-perceptions-of-an-online-teacher-course-and-its-
https://research.wur.nl/en/publications/chinese-teachers-perceptions-of-an-online-teacher-course-and-its-
Autor:
R Ruurd Taconis, Berry Eggen, Pengcheng An, Chris L. E. Paffen, Sara Ordanovski, Saskia Bakker
Publikováno v:
CHI EA 2020-Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems
CHI Extended Abstracts
CHI Extended Abstracts
In the past two years, an emerging body of HCI work has been focused on classroom proxemics - how teachers divide time and attention over students in the different regions of the classroom. Tracking and visualizing this implicit yet relevant dimensio
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3072ba3908b05c34c099f7b4c9479064
http://arxiv.org/abs/2002.05036
http://arxiv.org/abs/2002.05036
Publikováno v:
International Journal of Science Education 40 (2018) 11
International Journal of Science Education, 40(11), 1263-1283
International Journal of Science Education, 40(11), 1263-1283. Taylor and Francis Ltd.
International Journal of Science Education, 40(11), 1263-1283
International Journal of Science Education, 40(11), 1263-1283. Taylor and Francis Ltd.
The present study investigated outreach activities, developed by STEM-based companies or universities in co-creation with secondary education with the aim to inform students about and motivate them for a career in STEM by connecting the work-context
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b09ad5efde9cfff2296e26e42dd3374d
https://research.tue.nl/en/publications/de3f13c0-7842-4ee5-a1c6-a99a47be954f
https://research.tue.nl/en/publications/de3f13c0-7842-4ee5-a1c6-a99a47be954f
Publikováno v:
CSEDU (1)
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e521420ffc1ca5070388a10de9b64cc8
https://doi.org/10.5220/0006690100910098
https://doi.org/10.5220/0006690100910098
Publikováno v:
International Journal of Science and Mathematics Education, 13(1), 45-69. Kluwer Academic Publishers
Innovative educational approaches in the sciences have emphasized inquiry in the classroom but it is not self-evident that inquiry instruction leads to conceptual understanding. A design research cycle was conducted to investigate how physics instruc
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2d9683a7a9322e70746b46dce5840821
https://doi.org/10.1007/s10763-014-9535-z
https://doi.org/10.1007/s10763-014-9535-z
Publikováno v:
Teachers Creating Context-Based Learning Environments in Science
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9f3a4ae94e34998f3251d81280c79857
https://doi.org/10.1007/978-94-6300-684-2
https://doi.org/10.1007/978-94-6300-684-2
Publikováno v:
Teachers Creating Context-Based Learning Environments in Science ISBN: 9789463006842
In this final chapter we reflect on the papers presented in this book. As such, the different contributions provide a range and variety in Context-Based Learning Environments in Science (CBLES) and associated teaching strategies, as well as an outloo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1ac74104e94f6241ca4d99d88ad6f14e
https://doi.org/10.1007/978-94-6300-684-2_13
https://doi.org/10.1007/978-94-6300-684-2_13
Publikováno v:
Teachers Creating Context-Based Learning Environments in Science ISBN: 9789463006842
Creating context-based learning environments has appeared to be quite a difficult problem (Pilot & Bulte, 2006). For teachers it involves a change in pedagogical approach and content to teach within a new vision on the goals and emphasis in science e
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::974c2bb68b195daf9b34b042cfc80602
https://doi.org/10.1007/978-94-6300-684-2_8
https://doi.org/10.1007/978-94-6300-684-2_8
Publikováno v:
Teachers Creating Context-Based Learning Environments in Science ISBN: 9789463006842
A common trend in high school science education is to adopt a context-based pedagogical approach (Pilot & Bulte, 2006). This approach has been chosen since it is expected to assist in creating more interest among students to pursue a scientific highe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::08dc58ae9f2bd0625efe0bdfc4a80a96
https://doi.org/10.1007/978-94-6300-684-2_7
https://doi.org/10.1007/978-94-6300-684-2_7