Zobrazeno 1 - 10
of 10
pro vyhledávání: '"Torsten Witteck"'
Publikováno v:
Center for Educational Policy Studies Journal, Vol 2, Iss 1 (2018)
The core of theory-driven chemistry education consists of the constant shift between the different representational domains of chemical thinking: the macroscopic, the sub-microscopic, and the symbolic domains. Because the sub-microscopic domain can n
Externí odkaz:
https://doaj.org/article/3aeacecc2a1446659a7713f5dcafd735
Publikováno v:
Center for Educational Policy Studies Journal, Vol 2, Iss 1, Pp 125-145 (2012)
The core of theory-driven chemistry education consists of the constant shift between the different representational domains of chemical thinking: the macroscopic, the sub-microscopic, and the symbolic domains. Because the sub-microscopic domain can n
Externí odkaz:
https://doaj.org/article/487ee68f09524670af5e6bbe672d3e96
Publikováno v:
Center for Educational Policy Studies Journal, Vol 2, Iss 1 (2018)
CEPS journal
CEPS Journal 2 (2012) 1, S. 125-145
Center for Educational Policy Studies Journal, Vol 2, Iss 1, Pp 125-145 (2012)
CEPS journal
CEPS Journal 2 (2012) 1, S. 125-145
Center for Educational Policy Studies Journal, Vol 2, Iss 1, Pp 125-145 (2012)
CEPS Journal 2 (2012) 1, S. 125-145
The core of theory-driven chemistry education consists of the constant shift between the different representational domains of chemical thinking: the macroscopic, the sub-microscopic, and the symbolic domains.
The core of theory-driven chemistry education consists of the constant shift between the different representational domains of chemical thinking: the macroscopic, the sub-microscopic, and the symbolic domains.
Publikováno v:
Chem. Educ. Res. Pract.. 14:345-353
This paper describes the development and assessment of a learning environment to support the transition of students from lower to upper secondary chemistry education in Germany. The learning environment centers on reviewing and expanding learners’
Publikováno v:
Chem. Educ. Res. Pract.. 8:108-119
This paper describes the use of the learning company approach to lead classroom practice to more cooperative learning and a different style of experimentation. The lesson plan seeks to motivate the students in a cooperative mode to do their experimen
Publikováno v:
Learning with Understanding in the Chemistry Classroom ISBN: 9789400743656
This chapter entitled “The Learning Company Approach to Promote Active Chemistry Learning: Examples and Experiences from Lower Secondary Education in Germany” presented by Witteck, Beck, Most, Kienast, and Eilks deals with the development and app
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5ff527db9aac42e256614823813a8b06
https://doi.org/10.1007/978-94-007-4366-3_9
https://doi.org/10.1007/978-94-007-4366-3_9
Publikováno v:
EURASIA Journal of Mathematics, Science and Technology Education. 9
Socio-scientific issue-based science education has been suggested for promoting general educational skills development in science classes. However, there is a lack of operationalized criteria, which can be used to reflect upon societal issues to whet
Publikováno v:
EURASIA Journal of Mathematics, Science and Technology Education. 8
By the 1970s a fundamental shift had taken place in German science education. This was a shift away from the learning of more-or-less isolated facts and facets in Biology, Chemistry, and Physics towards a restructuring of science teaching along the g
Publikováno v:
EURASIA Journal of Mathematics, Science and Technology Education. 6
Received 17 January 2010; accepted 01 June 2010 Presented is a case study on the implementation of open and inquiry-type experimentation in early German secondary chemistry education. The teaching strategy discussed follows the learning company appro
Large advances in technology in the last few years have made computers cheap and presentation technologies easily available in most secondary schools, at least in industrialised countries. Due to recent developments in software technology nearly anyo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e5701c43ccb1172a812bc23cf664c52a
https://doi.org/10.4018/978-1-61520-690-2.ch004
https://doi.org/10.4018/978-1-61520-690-2.ch004