Výsledky vyhľadávania - "Naturvetenskapernas didaktik"

Educational Encounters as Emancipatory: Children and Educators as Beings and Becomings

Autori: Hultberg Ingridz, Kristine, 1977

Zdroj: Utbildning och Demokrati. 34(1):29-48

Predmety: being and becoming, Early Childhood Education and Care, education, emancipation, encounters, relational theory, Naturvetenskapernas didaktik, Science education

Popis súboru: electronic

Prístupová URL adresa: https://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-78154
https://doi.org/10.48059/uod.v34i1.2337

Becoming a science teacher in the Anthropocene: scientific knowledge as 'matters of concern'

Autori: Yavuzkaya, Merve Hasslöf, Helen Sjöström, Jesper, Professor

Zdroj: International Journal of Science Education. 47(12):1496-1516

Predmety: Anthropocene, teacher education, qualitative research, science education, science teacher education, double didactic triangle, science teacher students, future science teachers, scientific knowledge, chemical knowledge, matters of concern, antropocen, lärarutbildning, lärarutbildningsdidaktik, dubbeldidaktisk triangel, lärarstudenter, kemikunskap, naturkunskap, Naturvetenskapernas didaktik, Science education

Popis súboru: electronic

Prístupová URL adresa: https://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-69952
https://doi.org/10.1080/09500693.2024.2367174

Behind the scenes of doctoral success: a mixed methods approach to exploring PhD supervision courses in Swedish higher education institutions

Autori: Karampelias, Christos, Universitetslektor Stigmar, Martin Auer, Natalia, Universitetslektor

Zdroj: Studies in Higher Education. 50(6):1138-1150

Predmety: doctoral education, phd supervision courses, Naturvetenskapernas didaktik, Science education

Popis súboru: electronic

Prístupová URL adresa: https://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-69783
https://doi.org/10.1080/03075079.2024.2364066

Traces of Bildung in Upper Secondary Science Education: A Critical Investigation of Chemistry Teachers' Orientation Towards Promoting Bildung in Chemistry Education

Autori: Clucas, Paul Sjöström, Jesper, Professor

Zdroj: Science & Education. 34(4):2225-2250

Predmety: chemistry education, science education, Bildung, Bildung-orientation, Klafki, science teacher, chemistry teacher, teaching, praxis, chemistry teaching, teaching visions, teacher beliefs, risk society, Anthropocene, didaktik, neoliberalism, neoliberal policy, neoliberal values, marginalization, philosophical reflection, ethical reflection, bildning, bildningsorientering, ämnesundervisning, kemiundervisning, kemilärare, kemididaktik, undervisningsvisioner, reflektion, Naturvetenskapernas didaktik, Science education

Popis súboru: electronic

Prístupová URL adresa: https://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-66870
https://doi.org/10.1007/s11191-024-00510-6

Relations Between Mathematics Self-Efficacy and Anxiety Beliefs: When Multicollinearity Matters

Autori: Bergqvist, Erik

Zdroj: Journal of Experimental Education. 93(3):565-585

Predmety: Factor analysis, mathematics anxiety, mathematics self-concept, mathematics self-efficacy, multicollinearity, Mathematics and Science Education, Matematikens och naturvetenskapernas didaktik

Popis súboru: electronic

Prístupová URL adresa: https://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-105046
https://doi.org/10.1080/00220973.2024.2338545

Pedagogical content knowledge in prospective elementary teachers’ descriptions of teaching and learning of fractions

Autori: Tossavainen, Anne

Zdroj: Scandinavian Journal of Educational Research. 9(5):958-972

Predmety: fractions, mathematical knowledge for teaching, pedagogical content knowledge, prospective elementary teacher, teacher education, Mathematics and Science Education, Matematikens och naturvetenskapernas didaktik

Popis súboru: electronic

Prístupová URL adresa: https://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-105146
https://doi.org/10.1080/00313831.2024.2362928

Critical eco-reflexive approaches: A case study of “Teaching for sustainability” towards SDG 4.7 transition via a whole school approach perspective in higher education

Autori: Nordén, Birgitta, Dr., 1952

Zdroj: link.springer.com/content/pdf//--6.pdf Whole School Approaches to Sustainability Sustainable Development Goals Series. :275-290

Predmety: Anthropocene challenges, critical reflexive consciousness, eco-reflexive Bildung, HESD, international student teachers, reflexive methodologies for transformative teaching, Whole School Approach, WSA in higher education, Whole Institution Approach (WIA), Sustainable studies, Hållbarhetsstudier, Naturvetenskapernas didaktik, Science education, Barn- och ungdomsvetenskap, Child and youth studies

Popis súboru: electronic

Prístupová URL adresa: https://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-69909
https://doi.org/10.1007/978-3-031-56172-6_20

Implications of the Concept of Glocalization for Science Education for Sustainability with a Specific View on Promoting Water Literacy

Autori: Imaduddin, Muhamad Sjöström, Jesper, Professor Eilks, Ingo

Zdroj: Science & Education.

Predmety: Water, Glocal, Global Perspectives, Global Sustainability, Science Education for Sustainability, Environmental Education, Social-Ecological Systemsals, Water education, Water literacy, glokal, glokalisering, globala perspektiv, vatten, vattenlitteracitet, ämneslitteracitet, hållbarhet, global hållbarhet, hållbar utveckling, hållbarhetsutbildning, naturvetenskap, socioekologiska system, Naturvetenskapernas didaktik, Science education

Popis súboru: electronic

Prístupová URL adresa: https://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-80849
https://doi.org/10.1007/s11191-025-00695-4

Contextualising an International Science Curriculum in the Anthropocene: Chemistry Teachers' Approach to Knowledge when Selective Traditions are Challenged

Autori: Yavuzkaya, Merve Hasslöf, Helen Sjöström, Jesper, Professor

Zdroj: Science & Education.

Predmety: Anthropocene, Environmental and sustainability education (ESE), Science education, Selective traditions, Subject-specific knowledge, environmental and sustainability education, chemical knowledge, chemistry knowledge, chemistry education, chemistry teachers, chemistry curriculum, International Baccalaureate, perspective-generating results, antropocen, selektiva traditioner, ämnesdidaktik, läroplan, ämnesspecifik kunskap, kemididaktik, kemiundervisning, kemikunskap, gymnasielärare, gymnasielärare i kemi, Naturvetenskapernas didaktik

Popis súboru: electronic

Prístupová URL adresa: https://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-78809
https://doi.org/10.1007/s11191-025-00675-8

Approaching middle-school student science learning and sustainability dilemmas through co-creation processes with science professionals

Autori: Bašić, Vildana Davidsson, Eva

Zdroj: International Journal of Science Education.

Predmety: Co-creation, socio-scientific issues, scientific habits of mind, middle school students, science professionals, science education, Mathematics and Science Education, Matematikens och naturvetenskapernas didaktik

Popis súboru: electronic

Prístupová URL adresa: https://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-112798
https://doi.org/10.1080/09500693.2025.2499217

Some Perpendicularities of Arithmetical Functions

Autori: Haukkanen, Pentti Tossavainen, Timo

Zdroj: Integers. 25

Predmety: Mathematics and Science Education, Matematikens och naturvetenskapernas didaktik

Popis súboru: electronic

Prístupová URL adresa: https://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-112533
https://doi.org/10.5281/zenodo.15283662

Critical Chemical Literacy as a Main Goal of Chemistry Education Aiming for Climate Empowerment and Agency

Autori: Sjöström, Jesper, Professor Yavuzkaya, Merve Guerrero, Gonzalo a ďalší

Zdroj: Journal of Chemical Education. 101(10):4189-4195

Predmety: General Public, Public Understanding/Outreach, Interdisciplinary/Multidisciplinary, Curriculum, Problem Solving/Decision Making, Green Chemistry, Chemistry Education, climate issues, chemical literacy, chemistry literacy, critical chemical literacy, critical scientific literacy, empowerment, agency, chemical agency, didaktik models, didactic models, powerful knowledge, ChemoKnowings, powerful chemical knowledge, eco-reflexivity, sustainability, chemistry in context, socio-chemistry, chemical practice, systems thinking, chemical thinking, Action for Climate Empowerment, kemididaktik, kemiundervisning, hållbarhet, grön kemi, kemikunnande, kritisk kemi, samhällskemi, klimat, agens, Naturvetenskapernas didaktik, Science education

Popis súboru: electronic

Prístupová URL adresa: https://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-71685
https://doi.org/10.1021/acs.jchemed.4c00452

Pre-service teachers’ ideas about the path of water through the body and their intentions about explaining it to preschool children

Autori: Granklint Enochson, Pernilla, 1965

Zdroj: Journal of Biological Education. 58(4):772-781

Predmety: Organ systems, pre-serviceteachers, preschool, intentions, Naturvetenskapernas didaktik, Science education

Popis súboru: electronic

Prístupová URL adresa: https://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-70618
https://doi.org/10.1080/00219266.2022.2108106

Advancing Sustainability through Higher Education: Student Teachers Integrate Inner Development Goals (IDG) and Future-Oriented Methodologies

Autori: Nordén, Birgitta, Dr., 1952

Zdroj: Challenges. 15(2):28-52

Predmety: augmented learning, design thinking, didactic modeling, higher education didactics for sustainability (HEDS), hybridity, inner development goals, sustainability competencies, Sustainable studies, Hållbarhetsstudier, Naturvetenskapernas didaktik, Science education, Interaktionsdesign, Barn- och ungdomsvetenskap, Child and youth studies, Arbete och organisation, Global politics, Global politik, Organisational studies, Organisationsstudier

Popis súboru: electronic

Prístupová URL adresa: https://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-67647
https://doi.org/10.3390/challe15020028

“Its not a book; it’s a Bok”: social work students’ experience of using creative journaling practices as a pedagogical tool to develop transformative learning during the COVID-19 pandemic

Autori: Wallengren-Lynch, Michael Archer-Kuhn, Beth Earls Larrison, Tara a ďalší

Zdroj: Social Work Education. 43(9):2787-2805

Predmety: Naturvetenskapernas didaktik, Science education

Popis súboru: electronic

Prístupová URL adresa: https://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-64578
https://doi.org/10.1080/02615479.2023.2292127

Primary school students’ understanding of the manifestations of technology

Autori: Lind, Johan Davidsson, Eva Lundström, Mats

Zdroj: International journal of technology and design education. 34(3):979-1001

Predmety: Interactions, Manifestations of technology, Mitcham, Primary school, Technology education, Technological understanding, Naturvetenskapernas didaktik, Science education

Popis súboru: electronic

Prístupová URL adresa: https://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-62931
https://doi.org/10.1007/s10798-023-09850-w

The teaching body in sexuality education – intersections of age, gender, and sexuality

Autori: Fingalsson, Rebecka

Zdroj: Sex Education. 24(5):737-750

Predmety: Gendered work, norm-critical pedagogy, organisational culture, tant, stereotypes, Naturvetenskapernas didaktik, Science education, Organisationsstudier, Organisational studies

Popis súboru: electronic

Prístupová URL adresa: https://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-62806
https://doi.org/10.1080/14681811.2023.2254710

Differences in Swedish and Norwegian pre-service teachers’ explanations of solutions of linear equations

Autori: Larson, Niclas Larsson, Kerstin Elisabeth

Zdroj: Nordic Journal of STEM Education. 8(2):137-153

Predmety: Mathematics and Science Education, Matematikens och naturvetenskapernas didaktik

Popis súboru: electronic

Prístupová URL adresa: https://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-110603
https://doi.org/10.5324/njsteme.v8i2.4074

The Perceived Value of Proving in Learning Engineering Mathematics and its Dependence on Motivation and Study Habits

Autori: Tossavainen, Timo Burtseva, Evgeniya

Zdroj: Nordic Journal of STEM Education. 8(2):45-59

Predmety: Mathematics and Science Education, Matematikens och naturvetenskapernas didaktik, Applied Mathematics, Tillämpad matematik

Popis súboru: electronic

Prístupová URL adresa: https://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-110600
https://doi.org/10.5324/njsteme.v8i2.5070

The congruence xn ≡ – an (mod m): Solvability and related OEIS sequences

Autori: Merikoski, Jorma K. Haukkanen, Pentti Tossavainen, Timo

Zdroj: Notes on Number Theory and Discrete Mathematics. 30(3):516-529

Predmety: Congruence of powers, Integer sequence, Experimental geometry, Mathematics and Science Education, Matematikens och naturvetenskapernas didaktik

Popis súboru: electronic

Prístupová URL adresa: https://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-110189
https://doi.org/10.7546/nntdm.2024.30.3.516-529