UB Paderborn / Katalog / Suche / in CDI

Sortiert nach

Einfacher Volltextzugriff von (fast) überall

Installieren Sie die LibKey Nomad-Browsererweiterung und erhalten Sie von vielen Webseiten einfachen Zugriff auf lizenzierte Volltexte oder Open Access Publikationen. Mehr erfahren...

Using Drama to Enrich Students’ Argumentation About Genetically Modified Foods

Science & education, 2023-06, Vol.32 (3), p.635-668

2023

Volltextzugriff (PDF)

Using the Controversy over Human Race to Introduce Students to the Identification and the Evaluation of Arguments

Science & education, 2022, Vol.31 (4), p.861-892

2022

Volltextzugriff (PDF)

Fostering instructor-student argumentative interaction in online lecturing to large groups: a study amidst the Covid-19 pandemic

Revista Eureka sobre enseñanza y divulgación de las ciencias, 2022, Vol.19 (1), p.1-17

2022

Volltextzugriff (PDF)

Using Drama to Promote Argumentation in Science Education: The Case of “Should’ve”

Science & education, 2017-05, Vol.26 (3-4), p.345-375

Archila, Pablo Antonio

2017

Volltextzugriff (PDF)

Evaluating Arguments from a Play about Ethics in Science: A Study with Medical Learners

Argumentation, 2018-03, Vol.32 (1), p.53-76

Archila, Pablo Antonio

2018

Volltextzugriff (PDF)

Evolution and Creationism: Views of Students in a Colombian University—Findings from 7 Years of Data Using a Three-Question Survey

Research in science education (Australasian Science Education Research Association), 2020-08, Vol.50 (4), p.1619-1638

2020

Volltextzugriff (PDF)

Using bilingual written argumentation to promote undergraduates' bilingual scientific literacy: Socrative® as an immersive participation tool

International journal of bilingual education and bilingualism, 2021-07, Vol.24 (6), p.868-891

2021

Volltextzugriff (PDF)

Integrating peer feedback and instructor feedback to support the construction of bilingual scientific argument maps

International journal of science education, 2022-10, Vol.44 (15), p.2283-2305

2022

Volltextzugriff (PDF)

Fostering bilingual scientific writing through a systematic and purposeful code-switching pedagogical strategy

International journal of bilingual education and bilingualism, 2021-07, Vol.24 (6), p.785-803

2021

Volltextzugriff (PDF)

Bilingual university science courses: a questionnaire on professors' practices and espoused beliefs

International journal of bilingual education and bilingualism, 2020-02, Vol.23 (2), p.132-152

2020

Volltextzugriff (PDF)

Instructor practices and espoused beliefs about bilingual courses: the case of a Colombian university

International journal of bilingual education and bilingualism, 2022-08, Vol.25 (7), p.2682-2698

2022

Volltextzugriff (PDF)

Using Drama to Promote Argumentation in Science Education

Science & education, 2017-01, Vol.26 (3), p.345-375

Archila, Pablo Antonio

2017

Volltextzugriff (PDF)

Using Historical Scientific Controversies to Promote Undergraduates’ Argumentation

Science & education, 2020, Vol.29 (3), p.647-671

2020

Volltextzugriff (PDF)

Drama as a Powerful Tool to Enrich Socio-scientific Argumentation

International journal of science and mathematics education, 2023-06, Vol.21 (5), p.1661-1683

2023

Volltextzugriff (PDF)

STEM and Non-STEM Misconceptions About Evolution: Findings from 5 Years of Data

Science & education, 2023-03, Vol.33 (5), p.1211-1229

2023

Volltextzugriff (PDF)

Introducing Undergraduates to the Nature of Science Through the Co-construction of Evolutionary Trees Evidence from a University Biology Course

Research in science education (Australasian Science Education Research Association), 2020-10, Vol.50 (5), p.1917-1942

2020

Volltextzugriff (PDF)

Providing Undergraduates with Opportunities to Explicitly Reflect on How News Articles Promote the Public (Mis)understanding of Science

Science & education, 2021-04, Vol.30 (2), p.267-291

2021

Volltextzugriff (PDF)

Using a controversy about health, biology, and indigenous knowledge to promote undergraduates’ awareness of the importance of respecting the traditions and beliefs of indigenous communities: the case of paragonimiasis in Colombia

Cultural studies of science education, 2021-03, Vol.16 (1), p.141-171

2021

Volltextzugriff (PDF)

Using formal formative assessment (FFA) to promote undergraduates' bilingual written scientific argumentation (BWSA)

International journal of bilingual education and bilingualism, 2022-10, Vol.25 (9), p.3137-3150

2022

Volltextzugriff (PDF)

Uso de conectores y vocabulario espontaneo en la argumentación escrita: aportes a la alfabetización científica

Revista Eureka sobre enseñanza y divulgación de las ciencias, 2015-01, Vol.12 (3), p.402-418

Archila, Pablo Antonio

2015

Volltextzugriff (PDF)

Bilingual Teaching Practices in University Science Courses: How Do Biology and Microbiology Students Perceive Them?

Journal of language, identity, and education, 2020-05, Vol.19 (3), p.163-178

2020

Volltextzugriff (PDF)

Using formal and informal formative assessment to support bilingual argument mapping in university bilingual science courses

International journal of bilingual education and bilingualism, 2022-10, Vol.25 (9), p.3420-3435

2022

Volltextzugriff (PDF)

La argumentación de profesores de Química en formación inicial (“Práctica Profesional Docente II”): un estudio de caso en Colombia

Enseñanza de las ciencias, 2014-11, Vol.32 (3), p.705-706

Archila, Pablo Antonio

2014

Volltextzugriff (PDF)

Online Verbal Argumentative Interaction (OVAI) in an Online Science Class During the Covid-19 Pandemic

Online learning (Newburyport, Mass.), 2022-12, Vol.26 (4)

2022

Volltextzugriff (PDF)

Promoting undergraduates’ awareness of the importance of thinking critically about false or inaccurate scientific information presented in news articles

Revista Eureka sobre enseñanza y divulgación de las ciencias, 2019, Vol.16 (3), p.1-27

2019

Volltextzugriff (PDF)

1 – 25 von 50

Suche als RSS-Feed

Suchergebnisse filtern

Filter anzeigen

Nur zeigen

Geprüft (Peer-Review)
(50)
Mit Volltextzugriff
(49)

Publikationsform

Artikel
(50)

Sprache

Erscheinungsjahr

n.n

Thema

15 weitere anzeigen...

Weniger anzeigen...

Menü

Weitere Dienste

Einstellungen

Using Drama to Enrich Students’ Argumentation About Genetically Modified Foods

Using the Controversy over Human Race to Introduce Students to the Identification and the Evaluation of Arguments

Fostering instructor-student argumentative interaction in online lecturing to large groups: a study amidst the Covid-19 pandemic

Using Drama to Promote Argumentation in Science Education: The Case of “Should’ve”

Evaluating Arguments from a Play about Ethics in Science: A Study with Medical Learners

Evolution and Creationism: Views of Students in a Colombian University—Findings from 7 Years of Data Using a Three-Question Survey

Using bilingual written argumentation to promote undergraduates' bilingual scientific literacy: Socrative® as an immersive participation tool

Integrating peer feedback and instructor feedback to support the construction of bilingual scientific argument maps

Fostering bilingual scientific writing through a systematic and purposeful code-switching pedagogical strategy

Bilingual university science courses: a questionnaire on professors' practices and espoused beliefs

Instructor practices and espoused beliefs about bilingual courses: the case of a Colombian university

Using Drama to Promote Argumentation in Science Education

Using Historical Scientific Controversies to Promote Undergraduates’ Argumentation

Drama as a Powerful Tool to Enrich Socio-scientific Argumentation

STEM and Non-STEM Misconceptions About Evolution: Findings from 5 Years of Data

Introducing Undergraduates to the Nature of Science Through the Co-construction of Evolutionary Trees Evidence from a University Biology Course

Providing Undergraduates with Opportunities to Explicitly Reflect on How News Articles Promote the Public (Mis)understanding of Science

Using a controversy about health, biology, and indigenous knowledge to promote undergraduates’ awareness of the importance of respecting the traditions and beliefs of indigenous communities: the case of paragonimiasis in Colombia

Using formal formative assessment (FFA) to promote undergraduates' bilingual written scientific argumentation (BWSA)

Uso de conectores y vocabulario espontaneo en la argumentación escrita: aportes a la alfabetización científica

Bilingual Teaching Practices in University Science Courses: How Do Biology and Microbiology Students Perceive Them?

Using formal and informal formative assessment to support bilingual argument mapping in university bilingual science courses

La argumentación de profesores de Química en formación inicial (“Práctica Profesional Docente II”): un estudio de caso en Colombia

Online Verbal Argumentative Interaction (OVAI) in an Online Science Class During the Covid-19 Pandemic

Promoting undergraduates’ awareness of the importance of thinking critically about false or inaccurate scientific information presented in news articles

Suchergebnisse filtern