Zobrazeno 1 - 10
of 931
pro vyhledávání: '"Teachers' knowledge"'
Publikováno v:
Physical Education Theory and Methodology, Vol 24, Iss 5, Pp 777-783 (2024)
Background. The process of including special students in the school system has prompted a comprehensive examination of strategies to ensure equity in school justice, the quality of learning, and the harmonious development of students’ potential. Th
Externí odkaz:
https://doaj.org/article/2c06d0bf22124ff0a570939ba1de13c3
Publikováno v:
Nigerian Journal of Paediatrics, Vol 36, Iss 1 & 2, Pp 33-41 (2024)
background: Vision disorders are important causes of childhood morbidity worldwide and if undetected, can lead to poor academic performance. Teachers can be trained to heighten their awareness and knowledge of common childhood vision disorders, thus
Externí odkaz:
https://doaj.org/article/e63419158c2948f59f15e2e936f8a6a7
Publikováno v:
Disciplinary and Interdisciplinary Science Education Research, Vol 6, Iss 1, Pp 1-14 (2024)
Abstract Faced with international science and technology competition, strengthening information, communication, and technology (ICT) use has become the core goal of science education. Many studies have revealed that teachers’ professional developme
Externí odkaz:
https://doaj.org/article/f80bf941cd944c0081a789a819b345fc
Publikováno v:
Central European Journal of Educational Research, Vol 6, Iss 1 (2024)
Using formative assessment (FA) practices in teaching and learning is essential to understanding students’ learning and making informed decisions about students’ academic performance. This study examined secondary school biology teachers’ knowl
Externí odkaz:
https://doaj.org/article/885a7db94c4b4df39021554f82abaa11
Publikováno v:
Nordic Studies in Education, Vol 43, Iss 4, Pp 290-308 (2023)
The objective of this research was to identify which learning strategies pre and in-service teachers (N = 340) recommend to students in two hypothetical learning situations, in order to examine how teachers evaluate students’ learning strategies, a
Externí odkaz:
https://doaj.org/article/15ebea192686439f811f5b8c36cdf3a8
Autor:
Hadeel H. Alshareef, Suha R. Elzahrany, Reem Abdullah Alharthi, Amal A. Alsulmai, Shuaa G. Aljabri, Ghadeer E. Alamri, Ibrahim Alharbi, Amal M. Alkhotani
Publikováno v:
Journal of Family Medicine and Primary Care, Vol 12, Iss 10, Pp 2230-2236 (2023)
Background: One of the most prevalent pediatric medical conditions is attention-deficit/hyperactivity disorder (ADHD). It is characterized by symptoms of hyperactivity, impulsivity, and/or inattention. The first people to notice a child’s ADHD symp
Externí odkaz:
https://doaj.org/article/9df20f5b6e73400292d69701c6974511
Publikováno v:
South African Journal of Childhood Education, Vol 14, Iss 1, Pp e1-e9 (2024)
Background: Preschool teachers play a key role in early scientific education, and their understanding and ability to communicate scientific concepts are crucial. Researchers have extensively studied their grasp of basic scientific concepts, but their
Externí odkaz:
https://doaj.org/article/411a0843aa64428e886eb3776060eb4b
Publikováno v:
Pedagogika / Pedagogy Studies. 149(1):82-104
Externí odkaz:
https://www.ceeol.com/search/article-detail?id=1117367
Autor:
Williams Osei, Douglas Darko Agyei
Publikováno v:
Cogent Education, Vol 10, Iss 2 (2023)
AbstractThis paper sought to explore the Knowledge of Algebra for Teaching and the algebra difficulties of In-field and Out-of-field Junior High School mathematics teachers using the expanded KAT framework. The study employed the descriptive survey d
Externí odkaz:
https://doaj.org/article/02fe625475524dce9bdaa783c4f8dcc2
Autor:
Mikk Granström, Eve Kikas
Publikováno v:
Eesti Haridusteaduste Ajakiri, Vol 11, Iss 2 (2023)
Uuringu eesmärk on teada saada, kuidas õpetajad (N = 659) ja õpilased (N = 4888) hindavad erinevate õpistrateegiate tõhusust. Varasemad väikese valimiga uuringud on näidanud, et õpetajate ja õpilaste teadlikkus tõhusatest ja mittetõhusates
Externí odkaz:
https://doaj.org/article/10b9e6eb99de44289502caceb61d4999