encomiast 发表于 2025-3-27 00:29:57
The PISA Science Assessment for 2015 and the Implications for Science Education: Uses and Abusesawn from an exploration of the effects of PISA in one country – Sweden. Taking a systemic view, the first argues that the PISA results provide a much needed external indicator and measure of the performance of the system in any one country showing how educational attainment has declined significantl有罪 发表于 2025-3-27 04:06:49
Students’ Mental Models of Human Nutrition from a Literature Review业余爱好者 发表于 2025-3-27 07:53:56
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Book 2017finding new ways of doing and researching science education for the future and looking fo.r international partners for both science education and science education research. The twenty-five chapters showcase current orientations of research in science education and are of interest to science teacherCabinet 发表于 2025-3-27 14:23:41
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Key Concepts of the IBIS Specificationin England are very positive about using diagnostic materials which provide insights into the thinking behind students’ answers and focus on understanding of fundamental ideas and can transfer ideas and approaches to new science topics. Many see materials of this kind as a means of addressing pressiMystic 发表于 2025-3-27 23:49:18
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Fixing Errors and Omissions in IBIS Modelsice chemistry teacher courses at the University of Cologne. While the first approach reflects concrete historical examples of creative modelling processes, the latter offers learning environments, in which teacher students have to become creative themselves. Data were collected by open-ended questioCurmudgeon 发表于 2025-3-28 09:24:30
Introduction to Modeling Conceptsctive of the teaching subdimension .. This indicates a need to further explore and elaborate upon teacher conceptions of PCK, in particular to investigate more differentiated assessments of PCK subdimensions. The positive effect of diagnostic competence also highlights the relevance of instruction bMURAL 发表于 2025-3-28 11:16:02
Measuring Model Properties in the Laboratorywhat kind of scenarios the teachers planned and implemented. There were eight high-quality scenarios, which took the motivational socio-scientific context into account in a diverse manner, involved students in collective thinking and reflection on their prior knowledge, and stimulated open-ended sci