Zobrazeno 1 - 10
of 13
pro vyhledávání: '"Vanashri Nargund"'
Publikováno v:
International Journal of Qualitative Methods, Vol 10 (2011)
Spradley's developmental research sequence (DRS) has been used primarily for ethnographic studies. However, this ethnographic tool has been employed in case studies without an examination of the merits of its modification. In this article the authors
Externí odkaz:
https://doaj.org/article/5792ed50d35c4595a100ed1f66587fb3
Publikováno v:
International Journal of Science and Mathematics Education. 19:957-976
This study aimed to give insights of in-service teachers’ experiences of nature of science (NOS) learning and NOS teaching through a co-teaching professional learning context. For this purpose, the co-teachers were encouraged to share and discuss i
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e06022684d5f99436f9e33419b39c1bc
https://doi.org/10.1007/s10763-020-10094-6
https://doi.org/10.1007/s10763-020-10094-6
Publikováno v:
Science & Education. 28:391-411
Our goal in this article is to provide research-based strategies for embedding Nature of Science (NOS) into science instruction at the elementary level. We thus intend to aid researchers, professional developers, and teachers in noting that not only
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fe98950549693720b30fd5c525b09ccd
https://doi.org/10.1007/s11191-019-00045-1
https://doi.org/10.1007/s11191-019-00045-1
Autor:
Vanashri Nargund-Joshi
Publikováno v:
International Perspectives on the Contextualization of Science Education ISBN: 9783030279813
The purpose of this chapter is to reflect on the promise and challenges to translate the research findings, presented in the empirical chapters, into the preparation of future science teachers, through the lens of a science teacher educator. In doing
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::33a3979a28ea0def73aa4e9c1e2deaa4
https://doi.org/10.1007/978-3-030-27982-0_7
https://doi.org/10.1007/978-3-030-27982-0_7
This book brings researchers from across the world to share their expertise, experience, research and reflections on science education in India to make the trends and innovations visible. The thematic parts of the book discuss science education: over
Publikováno v:
Science Education in India ISBN: 9789811395925
This chapter presents a comparative case study of the concepts and behaviours, otherwise referred to as orientations, of two primary science teachers. We have utilised a theoretical framework of Pedagogical Content Knowledge (PCK). Differences in tea
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::23c38da0f79b2db1badfbe9a1244139b
https://doi.org/10.1007/978-981-13-9593-2_5
https://doi.org/10.1007/978-981-13-9593-2_5
Publikováno v:
International Journal of Science Education. 36:2055-2082
This study explores the development of professional identity as a teacher of nature of science (NOS). Our research question was ‘How can a teacher develop a professional identity as an elementary teacher of NOS?' Through a researcher log, videotape
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c2dafcb035cd74c7f2cf3b1487437659
https://doi.org/10.1080/09500693.2014.890763
https://doi.org/10.1080/09500693.2014.890763
Autor:
Banu Avsar, Vanashri Nargund-Joshi, Khemmawadee Pongsanon, Valarie L. Akerson, Ingrid Weiland
Publikováno v:
International Journal of Science Education. 36:244-276
This study explored third-grade elementary students' conceptions of nature of science (NOS) over the course of an entire school year as they participated in explicit-reflective science instruction. The Views of NOS-D (VNOS-D) was administered pre ins
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5c6e8d066cefd1504ed4c6dbdc27b556
https://doi.org/10.1080/09500693.2012.761365
https://doi.org/10.1080/09500693.2012.761365
Autor:
Vanashri Nargund-Joshi, John Bragg
Publikováno v:
The Science Teacher.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5163166c745edc61a8b97eb9f2e84372
https://doi.org/10.2505/4/tst17_084_05_44
https://doi.org/10.2505/4/tst17_084_05_44
Publikováno v:
Journal of Research in Science Teaching. 48:624-647
In 2005 India introduced a new National Curriculum Framework aimed at providing a more constructivist approach to learning for all subjects. Previous research on the impact of curriculum reform in other countries (e.g., United States) concluded that
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3fb439bd5aedaf7f3594df1f96a752a1
https://doi.org/10.1002/tea.20429
https://doi.org/10.1002/tea.20429