UB Paderborn / Katalog / Suche / in CDI

1 – 25 von 1.318

Sortiert nach

An exploration of primary school students' perceived learning practices and associated self-efficacies regarding mobile-assisted seamless science learning

International journal of science education, 2019-12, Vol.41 (18), p.2675-2695

2019

Link zum Volltext

Verfügbarkeit prüfen

How does STEM context-based learning work: what we know and what we still do not know

International journal of science education, 2018-07, Vol.40 (10), p.1095-1107

2018

Link zum Volltext

Verfügbarkeit prüfen

Do parents' conceptions of learning science predict students' approaches to learning science and their self-efficacy for learning science?

International journal of science education, 2022-09, Vol.44 (13), p.2085-2109

2022

Link zum Volltext

Verfügbarkeit prüfen

Collaborative Inquiry Learning: Models, tools, and challenges

International journal of science education, 2010-02, Vol.32 (3), p.349-377

2010

Link zum Volltext

Verfügbarkeit prüfen

Visualising the temporal aspects of collaborative inquiry-based learning processes in technology-enhanced physics learning

International journal of science education, 2018-09, Vol.40 (14), p.1697-1717

2018

Link zum Volltext

Verfügbarkeit prüfen

The trade-off between STEM knowledge acquisition and language learning in short-term CLIL implementations

International journal of science education, 2024-03, Vol.46 (4), p.338-361

2024

Link zum Volltext

Verfügbarkeit prüfen

The influence of students' position on argumentation learning through online and face-to-face environments

International journal of science education, 2022-11, Vol.44 (17), p.2632-2657

Lin, Yu-Ren

2022

Link zum Volltext

Verfügbarkeit prüfen

Tracing bodies through liminal blends in a mixed reality learning environment

International journal of science education, 2020-12, Vol.42 (18), p.3093-3115

2020

Link zum Volltext

Verfügbarkeit prüfen

The influence of prior knowledge and collaborative online learning environment on students' argumentation in descriptive and theoretical scientific concept

International journal of science education, 2019-01, Vol.41 (2), p.165-187

2019

Link zum Volltext

Verfügbarkeit prüfen

Two ways of acquiring environmental knowledge: by encountering living animals at a beehive and by observing bees via digital tools

International journal of science education, 2017-04, Vol.39 (6), p.723-741

2017

Link zum Volltext

Verfügbarkeit prüfen

Doing science through translanguaging: a study of translanguaging practices in secondary English as a medium of instruction science laboratory sessions

International journal of science education, 2021-05, Vol.43 (7), p.1112-1139

2021

Link zum Volltext

Verfügbarkeit prüfen

There is more to touch than meets the eye: haptic exploration in a science museum

International journal of science education, 2020-12, Vol.42 (18), p.3026-3048

2020

Link zum Volltext

Verfügbarkeit prüfen

Deeper learning as integrated knowledge and fascination for Science

International journal of science education, 2020-03, Vol.42 (5), p.807-834

2020

Link zum Volltext

Verfügbarkeit prüfen

Forms of inquiry-based science instruction and their relations with learning outcomes: evidence from high and low-performing education systems

International journal of science education, 2020-03, Vol.42 (4), p.504-525

2020

Link zum Volltext

Verfügbarkeit prüfen

An integrative review of in-class activities that enable active learning in college science classroom settings

International journal of science education, 2017-10, Vol.39 (15), p.2073-2091

2017

Link zum Volltext

Verfügbarkeit prüfen

The exclusive language of science? Comparing knowledge gains and motivation in English-bilingual biology lessons between non-selected and preselected classes

International journal of science education, 2019-01, Vol.41 (1), p.1-20

2019

Link zum Volltext

Verfügbarkeit prüfen

Students' engagement in different STEM learning environments: integrated STEM education as promising practice?

International journal of science education, 2019-07, Vol.41 (10), p.1387-1407

2019

Link zum Volltext

Verfügbarkeit prüfen

Do individual differences in children's curiosity relate to their inquiry-based learning?

International journal of science education, 2018-06, Vol.40 (9), p.996-1015

2018

Link zum Volltext

Verfügbarkeit prüfen

Does process-oriented guided inquiry learning (POGIL) improve students' science academic performance and process skills?

International journal of science education, 2022-08, Vol.44 (12), p.1994-2014

2022

Link zum Volltext

Verfügbarkeit prüfen

Students' perceptions of socio-scientific issue-based learning and their appropriation of epistemic tools for systems thinking

International journal of science education, 2020-05, Vol.42 (8), p.1339-1361

2020

Link zum Volltext

Verfügbarkeit prüfen

The interplay of learning approaches and self-efficacy in secondary school students' academic achievement in science

International journal of science education, 2019-09, Vol.41 (13), p.1723-1743

2019

Link zum Volltext

Verfügbarkeit prüfen

Students' perceptions of learning environment: associations with personal mastery goal orientations, regulations, and academic performance in biology

International journal of science education, 2022-06, Vol.44 (9), p.1462-1480

2022

Link zum Volltext

Verfügbarkeit prüfen

The dimensions and impact of informal science learning experiences on middle schoolers' attitudes and abilities in science

International journal of science education, 2016-11, Vol.38 (17), p.2551-2572

2016

Link zum Volltext

Verfügbarkeit prüfen

Obstacles and challenges identified by practitioners of non-formal science learning activities in Europe

International journal of science education, 2022-02, Vol.44 (3), p.514-533

2022

Link zum Volltext

Verfügbarkeit prüfen

Do sophisticated epistemic beliefs predict meaningful learning? Findings from a structural equation model of undergraduate biology learning

International journal of science education, 2016-10, Vol.38 (15), p.2327-2345

2016

Link zum Volltext

Verfügbarkeit prüfen

1 – 25 von 1.318

Suche als RSS-Feed

Aktive Filter

KollektionEZB Electronic Journals Library

KollektionIngentaConnect Journals

Zeitschrift / SerieInternational Journal Of Science Education

Suchergebnisse filtern

Filter anzeigen

Nur zeigen

Geprüft (Peer-Review)
(1.318)
Mit Volltextzugriff
(1.316)

Publikationsform

Artikel
(1.316)
Reviews
(2)

Sprache

Englisch
(1.318)
Japanisch
(61)
Norwegisch
(3)

Erscheinungsjahr

n.n

Thema

Education & Educational Research
(1.240)
Social Sciences
(1.240)
Science Education
(824)
Foreign Countries
(656)
Teaching Methods
(618)
Learning
(588)
Science Instruction
(543)
Educational Sciences
(307)
Students
(287)
Scientific Concepts
(260)
Student Attitudes
(223)
Teaching
(220)
Secondary School Students
(218)
Teachers
(212)
Science Teachers
(208)
Curriculum Subjects: Programmes And Methods
(202)
Inquiry
(201)
Exact And Natural Sciences
(200)
Concept Formation
(186)
Physics
(183)

15 weitere anzeigen...

Weniger anzeigen...

Kollektion

Taylor & Francis Journals Complete
(1.318)
Taylor & Francis Current Content Access
(1.318)
ERIC
(1.138)

Zeitschrift / Serie

International Journal Of Science Education. Part B. Communication And Public Engagement
(1)

Menü

Weitere Dienste

Einstellungen

An exploration of primary school students' perceived learning practices and associated self-efficacies regarding mobile-assisted seamless science learning

How does STEM context-based learning work: what we know and what we still do not know

Do parents' conceptions of learning science predict students' approaches to learning science and their self-efficacy for learning science?

Collaborative Inquiry Learning: Models, tools, and challenges

Visualising the temporal aspects of collaborative inquiry-based learning processes in technology-enhanced physics learning

The trade-off between STEM knowledge acquisition and language learning in short-term CLIL implementations

The influence of students' position on argumentation learning through online and face-to-face environments

Tracing bodies through liminal blends in a mixed reality learning environment

The influence of prior knowledge and collaborative online learning environment on students' argumentation in descriptive and theoretical scientific concept

Two ways of acquiring environmental knowledge: by encountering living animals at a beehive and by observing bees via digital tools

Doing science through translanguaging: a study of translanguaging practices in secondary English as a medium of instruction science laboratory sessions

There is more to touch than meets the eye: haptic exploration in a science museum

Deeper learning as integrated knowledge and fascination for Science

Forms of inquiry-based science instruction and their relations with learning outcomes: evidence from high and low-performing education systems

An integrative review of in-class activities that enable active learning in college science classroom settings

The exclusive language of science? Comparing knowledge gains and motivation in English-bilingual biology lessons between non-selected and preselected classes

Students' engagement in different STEM learning environments: integrated STEM education as promising practice?

Do individual differences in children's curiosity relate to their inquiry-based learning?

Does process-oriented guided inquiry learning (POGIL) improve students' science academic performance and process skills?

Students' perceptions of socio-scientific issue-based learning and their appropriation of epistemic tools for systems thinking

The interplay of learning approaches and self-efficacy in secondary school students' academic achievement in science

Students' perceptions of learning environment: associations with personal mastery goal orientations, regulations, and academic performance in biology

The dimensions and impact of informal science learning experiences on middle schoolers' attitudes and abilities in science

Obstacles and challenges identified by practitioners of non-formal science learning activities in Europe

Do sophisticated epistemic beliefs predict meaningful learning? Findings from a structural equation model of undergraduate biology learning

Aktive Filter

Suchergebnisse filtern