Josef Eßer; Peter Fischer; Niklas Kaeseler; Stephan Koch; Hans-Peter Konopka; Frank Velix Kühnen; Wolfgang Mittag; Neuman Cornelsen Verlag GmbH (2015) Kovakantinen kirja
W. Fischer; W. Gerlach; G. B. Gruber; R. Hanser; G. Herxheimer; E. J. Kraus; F. J. Lang; E. Roesner; R. Rössle; Thölldt Springer-Verlag Berlin and Heidelberg GmbH & Co. KG (2014) Pehmeäkantinen kirja
W. Fischer; W. Gerlach; G. B. Gruber; R. Hanser; G. Herxheimer; E. J. Kraus; F. J. Lang; E. Roesner; R. Rössle; Thölldt Springer Verlag GmbH (1929) Pehmeäkantinen kirja
W. Fischer; W. Gerlach; G. B. Gruber; R. Hanser; G. Herxheimer; E. J. Kraus; F. J. Lang; E. Roesner; R. Rössle; Thölldt Springer-Verlag Berlin and Heidelberg GmbH & Co. KG (2014) Pehmeäkantinen kirja
Thomas Bartoschek; Josef Eßer; Peter Fischer; Niklas Kaeseler; Hans-Peter Konopka; Frank Velix Kühnen; Wolfgang Mittag Cornelsen Verlag GmbH (2014) Kovakantinen kirja
Thomas Bartoschek; Josef Eßer; Peter Fischer; Niklas Kaeseler; Rainer Koch; Hans-Peter Konopka; Frank Velix Kühnen; Mitta Cornelsen Verlag GmbH (2014) Kovakantinen kirja
Taylor & Francis Ltd Sivumäärä: 260 sivua Asu: Kovakantinen kirja Painos: 1 Julkaisuvuosi: 2005, 14.07.2005 (lisätietoa) Kieli: Englanti
Ph.D. students from 14 European countries, Israel, Turkey and Venezuela in addition to supervisors and lecturers from 11 countries including Israel and USA worked for one week to understand each other with the goal of improving and sharpening features of their respective theoretical backgrounds, research questions, and design and methodological demands. The projects presented reflect a multitude of topics and goals of research in science education in Europe as well as the variety and elaboration of theoretical frameworks used and a remarkable level of methodological expertise. The following topics are included: Teachers’ thinking and beliefs and teachers’ actions in the classroom, the interaction between specific programs of science museums and teachers’ and classes’ plans for engagement with them, teaching, learning and understanding of new subject matter for science classes, different interaction processes in the classroom, discourse analysis, decision making processes in science classes and the use of models in chemistry lessons and last but not least specific characters and the function of text when learning physics by means of computer-based multimedia. All science subjects including earth science are involved in these articles and the level of analysed e