Results 41 to 50 of about 242 (160)
Educational Theory, Volume 75, Issue 1, Page 129-152, February 2025.Abstract This study aims to contribute to the ongoing scholarly conversation about education through the lenses of the German philosophy of Bildung and the American philosophy of pragmatism. More concretely, in this article, the two philosophies are represented by the traditions of critical‐constructive Didaktik, based on Wolfgang Klafki's work, and ...
Bettina Vogt, Ninni Wahlström
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Envigogika, 2011 Úvodník 2011/VI/12011-05-31 13:14:27 Vážení přátelé a příznivci Envigogiky, hlásíme se vám v čase, kdy astronomické léto pomalu spěje ke svému vrcholu, kdežto kalendářní ještě ani nezačalo.
Jana Dlouhá
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Nature in Seclusion. The Monastic Republic of Letters in Southern Germany**
Berichte zur Wissenschaftsgeschichte, Volume 47, Issue 3, Page 215-241, September 2024.Abstract Monasteries were famous for their extensive libraries and richly decorated churches. Less well known are their observatories and their mathematical‐physical collections with telescopes, air pumps, and friction machines. But how did the way of life in the monastery and scientific practices influence each other?
Julia Bloemer
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Exploring ‘Future three’ curriculum scenarios in practice: Learning from the GeoCapabilities project
The Curriculum Journal, Volume 35, Issue 3, Page 396-411, September 2024.Abstract This paper has its origins in the EU Comenius funded GeoCapabilities project. From its outset, the project developed and researched the notion of powerful disciplinary knowledge (PDK) as an underlying principle of curriculum making in the context of secondary school geography teaching.
T. Béneker, G. Bladh, D. Lambert
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Journal of Research in Science Teaching, Volume 61, Issue 7, Page 1609-1640, September 2024.Abstract Socioscientific issues (SSIs) can provide a context to address societal decision‐making processes in school. In recent years, studies have demonstrated that one effective way to deal with these topics is through role play. However, role plays may induce an unreflected attitude change based on the roles the participants take on, which raises ...
Moritz Steube +2 more
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British Journal of Educational Technology, Volume 55, Issue 5, Page 2257-2277, September 2024.Abstract In this crossover experiment, we investigated the impact of a statement bank, enabling the reuse of previously written feedback (SA condition), on 45 math teachers' feedback for 60 completed linear equation tests, compared to traditional pen‐and‐paper feedback (PP condition). In the SA condition, teachers were encouraged to use atomic feedback,
Filip Moons +3 more
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Practice, pedagogy and education as a discipline: Getting beyond close‐to‐practice research
British Educational Research Journal, Volume 50, Issue 2, Page 772-793, April 2024.Abstract The British Educational Research Association (BERA) has promulgated a concept of close‐to‐practice research that is seen as vital to defending and promoting education as an academic discipline. However, what is overlooked are the questions of what education is for and what educational practice is—questions that need to be addressed for any ...
Zongyi Deng
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British Journal of Educational Technology, Volume 55, Issue 1, Page 208-230, January 2024.Abstract The aim of this study was (1) to describe challenges prospective teachers perceive during project work in a pedagogical makerspace and coping strategies they develop to deal with the challenges, (2) to analyse the development of prospective teachers' TPACK and attitudes towards the use of ICT in class.
Anna‐Lisa Max +2 more
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Progression og underviserkompetencer
Dansk Universitetspaedagogisk Tidsskrift, 2014 På baggrund af en kvalitativ interviewundersøgelse af undervisere ved Aarhus Universitet lavet i 2012, tematiserer artiklen, hvordan undervisere udvikler deres faglige og pædagogiske kompetencer i forhold til at kunne skabe progression inden for ...
Lene Tortzen Bager
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Aksioma: Jurnal Program Studi Pendidikan MatematikaKemampuan peserta didik dalam memecahkan masalah matematis masih tergolong rendah. Akibatnya, peserta didik mengalami kesulitan dalam menyusun rencana dan menyelesaikan masalah matematis.
Devi Khairani +3 more
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