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...

Aesthetic experience in science education: Learning and meaning-making as situated talk and action

Wickman, Per-Olof

2006

Volltextzugriff (PDF)

Gesticulating science: Emergent bilingual students’ use of gestures

Journal of research in science teaching, 2018-01, Vol.55 (1), p.121-144

2018

Volltextzugriff (PDF)

A Pragmatic Approach on Epistemology, Teaching, and Learning

Science education (Salem, Mass.), 2014-05, Vol.98 (3), p.375-382

2014

Volltextzugriff (PDF)

Why Do Secondary School Students Lose Their Interest in Science? Or Does it Never Emerge? A Possible and Overlooked Explanation

Science education (Salem, Mass.), 2016-09, Vol.100 (5), p.791-813

2016

Volltextzugriff (PDF)

Editorial: Disciplinary aesthetics: the role of taste and affect for teaching and learning specific school subjects

Frontiers in education (Lausanne), 2024-03, Vol.9

2024

Volltextzugriff (PDF)

What Can a Teacher Do to Support Students' Interest in Science? A Study of the Constitution of Taste in a Science Classroom

Research in science education (Australasian Science Education Research Association), 2015-10, Vol.45 (5), p.749-784

2015

Volltextzugriff (PDF)

Teachers' Language on Scientific Inquiry: Methods of teaching or methods of inquiry?

International journal of science education, 2010-06, Vol.32 (9), p.1151-1172

2010

Volltextzugriff (PDF)

Learning as discourse change: A sociocultural mechanism

Science education (Salem, Mass.), 2002-09, Vol.86 (5), p.601-623

2002

Volltextzugriff (PDF)

"Experiments" and the inquiry emphasis conflation in science teacher education

Science education (Salem, Mass.), 2011-09, Vol.95 (5), p.908-926

2011

Volltextzugriff (PDF)

The practical epistemologies of the classroom: A study of laboratory work

Science education (Salem, Mass.), 2004-05, Vol.88 (3), p.325-344

Wickman, Per-Olof

2004

Volltextzugriff (PDF)

Aesthetics, affect, and making meaning in science education: an introduction

International journal of science education, 2022-03, Vol.44 (5), p.717-734

2022

Volltextzugriff (PDF)

The Uses of the Term Hypothesis and the Inquiry Emphasis Conflation in Science Teacher Education

International journal of science education, 2011-01, Vol.33 (14), p.1993-2015

2011

Volltextzugriff (PDF)

Supporting students' progression in science: Continuity between the particular, the contingent, and the general

Science education (Salem, Mass.), 2013, Vol.97 (1), p.113-138

2013

Volltextzugriff (PDF)

Describing and analyzing learning in action: An empirical study of the importance of misconceptions in learning science

Science education (Salem, Mass.), 2008, Vol.92 (1), p.141-164

2008

Volltextzugriff (PDF)

The role of aesthetics in learning science in an art-science lesson

International journal of science education, 2022-03, Vol.44 (5), p.797-814

2022

Volltextzugriff (PDF)

How does a science teacher distinguish himself as a good professional? An inquiry into the aesthetics of taste for teaching

International journal of science education, 2022-03, Vol.44 (5), p.815-832

2022

Volltextzugriff (PDF)

Beyond explanations: What else do students need to understand science?

Science education (Salem, Mass.), 2009-11, Vol.93 (6), p.1026-1049

2009

Volltextzugriff (PDF)

Conflicts of interest: an indispensable element of education for sustainable development

Environmental education research, 2007-02, Vol.13 (1), p.1-15

2007

Volltextzugriff (PDF)

Addressing methodological challenges in research on aesthetic dimensions to classroom science inquiry

International journal of science education, 2022, Vol.44 (5), p.735-752

2022

Volltextzugriff (PDF)

Jumping pepper and electrons in the shoe: using physical artefacts in a multilingual science class

International journal of science education, 2020-09, Vol.42 (14), p.2387-2406

2020

Volltextzugriff (PDF)

Representations as mediation between purposes as junior secondary science students learn about the human body

International journal of science education, 2018-01, Vol.40 (2), p.204-226

2018

Volltextzugriff (PDF)

The Body and the Production of Phenomena in the Science Laboratory: Taking Charge of a Tacit Science Content

Science & education, 2019-10, Vol.28 (8), p.865-895

2019

Volltextzugriff (PDF)

Students' Choice of Post-Compulsory Science: In search of schools that compensate for the socio-economic background of their students

International journal of science education, 2013-12, Vol.35 (18), p.3141-3160

2013

Volltextzugriff (PDF)

Language Use in a Multilingual Class: a Study of the Relation Between Bilingual Students’ Languages and Their Meaning-Making in Science

Research in science education (Australasian Science Education Research Association), 2018-10, Vol.48 (5), p.1027-1048

2018

Volltextzugriff (PDF)

Student Engagement with Artefacts and Scientific Ideas in a Laboratory and a Concept-Mapping Activity

International journal of science education, 2013-09, Vol.35 (13), p.2254-2277

2013

Volltextzugriff (PDF)

1 – 25 von 108

Suche als RSS-Feed

Suchergebnisse filtern

Filter anzeigen

Nur zeigen

Geprüft (Peer-Review)
(94)
Mit Volltextzugriff
(98)

Publikationsform

Sprache

Erscheinungsjahr

n.n

Thema

15 weitere anzeigen...

Weniger anzeigen...

Menü

Weitere Dienste

Einstellungen

Aesthetic experience in science education: Learning and meaning-making as situated talk and action

Gesticulating science: Emergent bilingual students’ use of gestures

A Pragmatic Approach on Epistemology, Teaching, and Learning

Why Do Secondary School Students Lose Their Interest in Science? Or Does it Never Emerge? A Possible and Overlooked Explanation

Editorial: Disciplinary aesthetics: the role of taste and affect for teaching and learning specific school subjects

What Can a Teacher Do to Support Students' Interest in Science? A Study of the Constitution of Taste in a Science Classroom

Teachers' Language on Scientific Inquiry: Methods of teaching or methods of inquiry?

Learning as discourse change: A sociocultural mechanism

"Experiments" and the inquiry emphasis conflation in science teacher education

The practical epistemologies of the classroom: A study of laboratory work

Aesthetics, affect, and making meaning in science education: an introduction

The Uses of the Term Hypothesis and the Inquiry Emphasis Conflation in Science Teacher Education

Supporting students' progression in science: Continuity between the particular, the contingent, and the general

Describing and analyzing learning in action: An empirical study of the importance of misconceptions in learning science

The role of aesthetics in learning science in an art-science lesson

How does a science teacher distinguish himself as a good professional? An inquiry into the aesthetics of taste for teaching

Beyond explanations: What else do students need to understand science?

Conflicts of interest: an indispensable element of education for sustainable development

Addressing methodological challenges in research on aesthetic dimensions to classroom science inquiry

Jumping pepper and electrons in the shoe: using physical artefacts in a multilingual science class

Representations as mediation between purposes as junior secondary science students learn about the human body

The Body and the Production of Phenomena in the Science Laboratory: Taking Charge of a Tacit Science Content

Students' Choice of Post-Compulsory Science: In search of schools that compensate for the socio-economic background of their students

Language Use in a Multilingual Class: a Study of the Relation Between Bilingual Students’ Languages and Their Meaning-Making in Science

Student Engagement with Artefacts and Scientific Ideas in a Laboratory and a Concept-Mapping Activity

Suchergebnisse filtern