Zobrazeno 1 - 10
of 26
pro vyhledávání: '"Robbert Smit"'
Publikováno v:
Disciplinary and Interdisciplinary Science Education Research, Vol 3, Iss 1, Pp 1-17 (2021)
Abstract The present study explored pre-service science teachers’ emotions during a semester-long laboratory science course. Emotions were measured with the experience sampling technique, which is a research method that facilitates the observation
Externí odkaz:
https://doaj.org/article/bb42be4b7f9e4616a2d0cff247f18083
Publikováno v:
Frontiers in Education, Vol 6 (2021)
Dynamic structural equation modeling was applied to examine feelings of competence and in the moment motivation among pre-service science teachers (N = 101) enrolled in a course on practical biology during their second semester. The student teachers
Externí odkaz:
https://doaj.org/article/c47daf88faf04e3eb4ed40dcf6bf93d9
Publikováno v:
Die Materialwerkstatt, Vol 2, Iss 1 (2020)
In der vom Schweizerischen Nationalfonds (SNF) geförderten Interventionsstudie LERU (Lernen mit Rubrics) untersuchten Forschende der Pädagogischen Hochschulen St. Gallen und Zug das Erlernen und Beurteilen des mathematischen Argumentierens in 5. un
Externí odkaz:
https://doaj.org/article/7d316b856cd948519fb6406a81a9d181
Publikováno v:
Frontiers in Education, Vol 5 (2020)
This research presents an empirical model based on expectancy-value theory to explain students’ attitudes toward science-based technology. The question is how students’ attitudes are connected with their aspirations for a career in the technology
Externí odkaz:
https://doaj.org/article/22948292d447496b808e22e99ce549de
Publikováno v:
Frontiers in Education, Vol 3 (2019)
The lasting effects of teacher professional development (PD) are seldom examined. We investigated whether 44 teachers and their Grade 5 and 6 primary classes continued working with tasks for mathematical reasoning and employing a rubric after the PD
Externí odkaz:
https://doaj.org/article/0bc375d6375e4c43b505e7f376ca7de1
Autor:
Robbert Smit, Winfried Humpert
Publikováno v:
Schweizerische Zeitschrift für Bildungswissenschaften, Vol 34, Iss 2 (2018)
Eltern sind wichtige Partner bei Schulentwicklungsprojekten, besonders wenn bei einer heterogenen Schülerschaft Massnahmen des altersgemischten Lernens (AdL) und der inneren Differenzierung zur Erhaltung von kleinen alpinen Schulstandorten beabsicht
Externí odkaz:
https://doaj.org/article/230e60eb5e904b3ab0cd74973821482c
Publikováno v:
International Journal of Inclusive Education. :1-17
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::79467214b965b06837228ad448e4d26d
https://doi.org/10.1080/13603116.2022.2119489
https://doi.org/10.1080/13603116.2022.2119489
Publikováno v:
Smit, R., Dober, H., Hess, K., Bachmann, P., & Birri, T. (2022). Supporting primary students’ mathematical reasoning practice: The effects of formative feedback and the mediating role of self-efficacy. Research in Mathematics Education. https://doi.org/10.1080/14794802.2022.2062780
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b988f6cf5d68687d0b5374ea5c894bba
https://doi.org/10.1080/14794802.2022.2062780
https://doi.org/10.1080/14794802.2022.2062780
Publikováno v:
Learning and Instruction. 86:101777
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3b51ccd986fd90b64c4a59d15c3ebefd
https://doi.org/10.1016/j.learninstruc.2023.101777
https://doi.org/10.1016/j.learninstruc.2023.101777
Publikováno v:
Schmid, R., Robin, N., Smit, R., & Strahl, A. (2022). The Influence of error learning orientation on Intrinsic motivation for visual programming in STEM education. European Journal of STEM Education, 7(1), Art 05. https://doi.org/10.20897/ejsteme/12477
Secondary school students often lack the necessary motivation to program visually. The present study aims to analyse the effects of error learning orientation on students’ intrinsic motivation for visual programming. According to the control-value
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4702f169fbd5d38ddec830028268056c
https://doi.org/10.20897/ejsteme/12477
https://doi.org/10.20897/ejsteme/12477