Thematische Bibliographien / Integrated science teaching

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte

Auswahl der wissenschaftlichen Literatur zum Thema „Integrated science teaching“

Autor: Grafiati
Veröffentlicht am 28. Juni 2021
Zuletzt aktualisiert am 17. Februar 2022

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Zeitschriftenartikel zum Thema "Integrated science teaching"

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Korozhneva, Liudmila. „NATURAL SCIENCE EDUCATION IN 21 CENTURE: A COMPETENCY-BASED AND INTEGRATIVE APPROACH“. GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 7, Nr. 3 (05.12.2010): 4–5. http://dx.doi.org/10.48127/gu-nse/10.7.04b.

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Nowadays we can see the decrease of interest of youth to natural sciences and, accordingly, the low level of natural science knowledge. The modern problem of the theory and the prac-tice of the learning in the schools is the problem of the formation of the competences. The investigators of this problem define various competences. According to the new approach to the content of the natural science education it is necessary to reconsider the process of teaching. One of possible ways is the teaching on the integrative base. The integrated teaching is based on interaction of aim, content, methods, forms and results of the teaching process. The substance of the integrated teaching consists of the necessity to unite the educational subjects of different cycles: natural science, humanitarian and art-aesthetic. It is explained so that in the contents of primary (elementary) education there are different aspects of study of the environment through subjects of a natural science, humanitarian and art – aesthetic cycle. The integrated lesson is a form of realization of the integrated teaching. The teachers of pri-mary schools of Lithuania organize the new form of the integrated teaching. It is the integrat-ed day and integrated week. The journal “Natural Science Education” invites the scientists and teachers to take part in discussion of problems of natural science education. Key words: natural science education, integrative approach, teaching process, interest in science.
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Nezvalova, Danuse. „The Constructivist Perspective and Teaching Integrated Science“. International Journal of Learning: Annual Review 12, Nr. 6 (2007): 133–40. http://dx.doi.org/10.18848/1447-9494/cgp/v14i06/45365.

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Poggi, Valeria, Cristina Miceli und Italo Testa. „Teaching energy using an integrated science approach“. Physics Education 52, Nr. 1 (08.12.2016): 015018. http://dx.doi.org/10.1088/1361-6552/52/1/015018.

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Hennessy, Sara, Jocelyn Wishart, Denise Whitelock, Rosemary Deaney, Richard Brawn, Linda la Velle, Angela McFarlane, Kenneth Ruthven und Mark Winterbottom. „Pedagogical approaches for technology-integrated science teaching“. Computers & Education 48, Nr. 1 (Januar 2007): 137–52. http://dx.doi.org/10.1016/j.compedu.2006.02.004.

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Souza, Vanessa Faria de, Edimar Manica, Roger Luis Hoff Lavarda und Tiago Rios da Rocha. „Educational Robotics in Science Teaching“. International Journal for Innovation Education and Research 9, Nr. 9 (01.09.2021): 262–73. http://dx.doi.org/10.31686/ijier.vol9.iss9.3337.

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The use of technologies such as educational software and robotics to support the teaching and learning process is increasing. Educational robotics has proven to arouse interest in students, as it allows physical handling and active participation in the learning process. In this sense, this manuscript aims to describe the Educational Robotics research project as an Incentive to the Study of Science approved in PROPPI EDITAL No. 77/2017 - INTERNAL SOURCE 2018/2019, which had as a proposal to integrate undergraduates of Licentiate Degree in Mathematics and Computer Science of IFRS - Campus Ibirubá to jointly carry out analyzes and develop procedures for teaching and learning science (mathematics/physics) using Educational Robotics resources, motivating students of the Technical Course in Computing Integrated to High School. Thus, while this project offered an internship field for undergraduates, it promoted interest in the study of science among participants, leading them to engage and promoting greater participation.
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DODD, HOWARD. „An Integrated Approach to Teaching Mathematics and Science“. Teaching Mathematics and its Applications 10, Nr. 4 (1991): 137–43. http://dx.doi.org/10.1093/teamat/10.4.137.

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Robinson, Michael G. „Teaching Integrated Science around Community and Global Problems“. Clearing House: A Journal of Educational Strategies, Issues and Ideas 64, Nr. 3 (Februar 1991): 171–72. http://dx.doi.org/10.1080/00098655.1991.9955838.

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Barak, Miri, Yael Nissim und Dani Ben-Zvi. „Aptness between Teaching Roles and Teaching Strategies in ICT-Integrated Science Lessons“. Interdisciplinary Journal of e-Skills and Lifelong Learning 7 (2011): 305–22. http://dx.doi.org/10.28945/1526.

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Chambers, David Wade, und David Turnbull. „Science Worlds: An Integrated Approach to Social Studies of Science Teaching“. Social Studies of Science 19, Nr. 1 (Februar 1989): 155–79. http://dx.doi.org/10.1177/030631289019001008.

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Kibirige, Israel, und Asaph Romolus Mogofe. „Integrating language literacy in physical sciences in Riba Cross District, South Africa“. Cypriot Journal of Educational Sciences 16, Nr. 2 (30.04.2021): 547–62. http://dx.doi.org/10.18844/cjes.v16i2.5635.

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The language of teaching and learning challenges Physical Sciences teachers and impacts learners’ achievements. The study aimed to investigate how language literacy is integrated into the teaching of Physical Sciences. A descriptive survey design was adopted. The participants were five Grade 10 Physical Sciences teachers and 211 learners (108 boys; 103 girls) from nine schools exhibiting low academic achievements. Data were gleaned through the Literacy Skills Usage Survey Questionnaire (LSUSQ). The results show that 77.78% of the teachers did not engage learners in report writing and arguments which are fundamental to language literacy, suggesting that integrating literacy in science teaching was inadequate. Learners had difficulties in contributing to word walls, writing reports, and arguing from evidence. The lack of integration suggests that teachers lacked training in integrating language literacy into science teaching. These findings underscore the need for workshops to enable teachers to incorporate language literacy in teaching Physical Sciences. Keywords: arguing from evidence, integrate, language literacy, reading and report writing
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Dissertationen zum Thema "Integrated science teaching"

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Prows, Lisbeth S. „Science and literature: An integrated model“. CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/726.

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Ng, Po-mo, und 吳寶武. „An evaluation of ETV teaching materials in the integrated science subject“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B42574523.

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Ng, Po-mo. „An evaluation of ETV teaching materials in the integrated science subject“. Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B42574523.

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Villanueva, Mary Grace Flores. „Integrated teaching strategies model for improved scientific literacy in second-language learners“. Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1107.

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The importance of a scientifically literate society is currently acknowledged both internationally and South Africa. The notion of scientific literacy in South Africa has emerged largely due to the government’s recognition of the role that science and technology plays in economic growth, employment creation, social redress and social development. However, in light of South Africa’s learner performance on international and national assessments such as TIMMS (2003) and PIRLS (2006), as well as the problems of teaching and learning in a second language, there appears to be a primary and pressing need to develop learners’ fundamental sense of scientific literacy (Norris & Phillips, 2003). Expanding learners’ ability to read, write and communicate in science may provide the necessary framework for engaging learners in the critical principles and foundations of the scientific endeavour (Hand, Prain, & Yore, 2001). As such, this study focuses on equipping and training grade six and seven science teachers to develop scientifically literate learners via professional development workshops with a strategy that supports reading, writing, talking and conducting (‘doing’) science through scientific investigations. The typology of triangulation and the mixed method research approach was supported by a fully mixed, concurrent, and equal status design (Leech & Onwuegbuzi, 2007). Quantitative data were collected from the baseline and post-intervention testing of learners’ problem solving skills, as well as their literacy skills in English and isiXhosa. Qualitative measures were generated through classroom observations, teacher interviews and learners’ science notebooks. The study was conducted in two different milieus in the Eastern Cape, South Africa. The first setting, in the rural area of Tyumie Valley near the Hogsback Mountains, was comprised of a sample of grade six and seven (multi-grade classrooms) teachers (n=7) and learners (n=168) from five experimental schools and two comparison schools. The second setting, in the urban townships area east of Port Elizabeth, was comprised of a sample of grade six teachers (n=8) and learners (n=675) from six experimental schools and two comparison schools. Mean differences between the experimental and the comparison groups were computed for the Raven’s Standard Progressive Matrices (RSPM) and the literacy tests, and the data generated were treated with an Analysis of Covariance (ANCOVA). The data suggest that the scientific literacy strategy improved the experimental learners’ problem solving skills. Both experimental groups demonstrated greater gains than that of the comparison schools. However, statistically significant improvements were only detected in Port Elizabeth. Improvements in learners’ literacy skills in isiXhosa and English varied according to each milieu. While the teachers initially identified challenges to learners’ reading and writing abilities, the analysis of learners’ science notebooks suggested that they used writings to support their investigations. Some teachers cited difficulties with certain aspects of the model, such as problems with developing an investigable question and argumentation, yet overall, teachers found the strategy useful for developing learners’ language skills, as well for strengthening their pedagogical practices in science. Teachers’ gradual improvements in the use of the model suggest that they were able to use the scientific literacy strategy to support the cognitive and linguistic development of second-language learners.
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Hung, Cheung-ling. „A study of the teaching methods used by integrated science teachers in Hong Kong secondary schools“. Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1803925X.

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Hung, Cheung-ling, und 孔祥齡. „A study of the teaching methods used by integrated science teachers inHong Kong secondary schools“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31955782.

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Li, Wai-man, und 李偉文. „Factors affecting the use of science equipment in the teaching of unit8 "Making use of electricity" of integrated science in Hong Kong aidedsecondary schools“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B3862686X.

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Clauson, Norma M. „The effect of an activity based integrated science curriculum on secondary student attitudes“. CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1072.

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Li, Wai-man. „Factors affecting the use of science equipment in the teaching of unit 8 "Making use of electricity" of integrated science in Hong Kong aided secondary schools“. Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B3862686X.

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Brusic, Sharon. „Determining effects on fifth grade students' achievement and curiosity when a technology education activity is integrated with a unit in science“. Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/37366.

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The purpose of the study was to explore the effect of integrating technological activities with science instruction. The researcher examined whether fifth-grade students' achievement and curiosity relative to the science unit were related to their participation in classes where the experimental treatment was employed. A secondary focus of the study was to determine whether students' curiosity about the unit prior to studying it was related to their achievement. The researcher used a quasi-experimental,pretest/post test design for the study. The researcher developed and field tested two instruments for use in the study: a measure of curiosity and a measure of students' science knowledge and comprehension relative to the unit studied on changing forms of energy. The sample (n=l23) was drawn from a population of fifth-grade students in Staunton and Augusta County, Virginia. Classrooms were randomly assigned as treatment and control. Treatment group teachers taught the unit by having students participate in two technological activities that corresponded with the science unit. Control group teachers used traditional science methods (i.e., primarily teacher demonstrations of science experiments) to teach the unit. Pretest and posttest data were analyzed using correlation analysis and analysis of covariance procedures. The researcher reported a significant difference between treatment group students' and control group students' curiosity, favoring the treatment group. No significant differences were found between groups in science achievement and no significant relationship between students' curiosity and achievement was reported. The researcher concluded that the integration of technological activities with science instruction may positively affect fifth-grade students' curiosity but may not enhance or deter from their science achievement. Hence, the science-technology linkage shows promise as a useful method of promoting greater student curiosity without negatively affecting their achievement.
Ed. D.
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Bücher zum Thema "Integrated science teaching"

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Reay, Judith. Bibliography in integrated science teaching. [Paris]: Unesco, Division of Science, Technical and Environmental Education, 1989.

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Friedl, Alfred E. Teaching science to children: An integrated approach. 3. Aufl. New York: McGraw-Hill, 1995.

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Friedl, Alfred E. Teaching science to children: An integrated approach. 2. Aufl. New York: McGraw-Hill, 1991.

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Teaching science to children: An integrated approach. New York: Random House, 1986.

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D, Kellough Richard, und Tai Robert H, Hrsg. Science K-8: An integrated approach. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall, 2007.

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D, Kellough Richard, und Victor Edward 1914-, Hrsg. Science K-8: An integrated approach. Upper Saddle River, N.J: Merrill, 2004.

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A, Farrell Margaret, Lehman Jeffrey R. 1952- und Farmer Walter A, Hrsg. Secondary science instruction: An integrated approach. Providence, R.I: Janson Publications, 1991.

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Ball, Russell. Integrated science assignments. Cambridge: Cambridge University Press, 1990.

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Nova Scotia. Dept. of Education. Curriculum guide: Integrated science 10. [Halifax, NS]: Nova Scotia Dept. of Education, 1993.

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Trefil, James S. The sciences: An integrated approach. 6. Aufl. Hoboken, NJ: Wiley, 2010.

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Buchteile zum Thema "Integrated science teaching"

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Moore, Christopher. „How Is Science Thinking Integrated into Next Generation Standards?“ In Teaching Science Thinking, 35–49. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315298634-3.

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Acheson, Kerri, und Clyde Vollmers. „Teaching Promotion and Integrated Marketing Communications“. In Proceedings of the 1994 Academy of Marketing Science (AMS) Annual Conference, 13. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13162-7_4.

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McDermott, Carrie L., und Andrea Honigsfeld. „Preparing Science Teachers for Project-Based, Integrated, Collaborative Instruction“. In Teaching Science to English Language Learners, 59–81. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53594-4_4.

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Hazzan, Orit, Tami Lapidot und Noa Ragonis. „Integrated View at the MTCS Course Organization: The Case of Recursion“. In Guide to Teaching Computer Science, 221–41. London: Springer London, 2014. http://dx.doi.org/10.1007/978-1-4471-6630-6_12.

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Hazzan, Orit, Tami Lapidot und Noa Ragonis. „Integrated View at the MTCS Course Organization: The Case of Recursion“. In Guide to Teaching Computer Science, 193–212. London: Springer London, 2011. http://dx.doi.org/10.1007/978-0-85729-443-2_12.

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Cheng, Tsung-Sheng, Yu-Chun Lu und Chu-Sing Yang. „Teaching Effectively with the Multi-screen Multimedia Integrated System“. In Lecture Notes in Computer Science, 201–9. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-46315-4_21.

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Yang, Chu-Sing, und Yu-Chun Lu. „Teaching Effectively with the Multi-screen Multimedia Integrated System“. In Lecture Notes in Computer Science, 505–12. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-35343-8_54.

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Tan, Yu-An, Zuo Wang und Xu-Bo Wu. „A Collaborative Teaching Approach Using Integrated Electronic Environments for Information Security“. In Computational Science – ICCS 2007, 567–70. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-72588-6_94.

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Chu, Hye-Eun, Yeon-A. Son, Hyoung-Kyu Koo, Sonya N. Martin und David F. Treagust. „The Potential of Arts-Integrated STEM Approaches to Promote Students’ Science Knowledge Construction and a Positive Perception of Science Learning“. In Asia-Pacific STEM Teaching Practices, 17–38. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0768-7_2.

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Xinogalos, Stelios, und Maya Satratzemi. „An Integrated Programming Environment for Teaching the Object-Oriented Programming Paradigm“. In Lecture Notes in Computer Science, 544–51. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-36087-5_64.

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Konferenzberichte zum Thema "Integrated science teaching"

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Paxton, John T., Rockford J. Ross und J. Denbigh Starkey. „A methodology for teaching an integrated computer science curriculum“. In the twenty-fifth SIGCSE symposium. New York, New York, USA: ACM Press, 1994. http://dx.doi.org/10.1145/191029.191034.

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Buzydlowski, Jan W. „Hip, Hip, Array: Teaching Programming for Data Science is the same as Computer Science--Just Different“. In 2019 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2019. http://dx.doi.org/10.1109/isecon.2019.8882101.

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Fernandez, Francisco Javier Iracheta, und Adriana Martinez-Canton. „Ethics and Transversal Citizenship in the Teaching of Science and Engineering“. In 2019 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2019. http://dx.doi.org/10.1109/isecon.2019.8881965.

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Lambrix, Patrick, und Mariam Kamkar. „Computer science as an integrated part of engineering education“. In the 6th annual conference on the teaching of computing and the 3rd annual conference. New York, New York, USA: ACM Press, 1998. http://dx.doi.org/10.1145/282991.283105.

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Zhang, Yu-ying, Jin-hua Li und Guo-qing Wang. „Study on Integrated Experiment Teaching on Functional Science of Preclinical Medicine“. In 2014 International Conference on e-Education, e-Business and Information Management (ICEEIM 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/iceeim-14.2014.81.

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El Bahri, Nisserine, Zakaria Itahriouan, Anouar Abtoy und Samir Brahim Behaouari. „DATA EXPLOITATION IN INTEGRATED DEVELOPMENT ENVIRONMENTS USED IN COMPUTER SCIENCE TEACHING“. In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2447.

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Zhang, Zhi. „On Integrated Teaching of Hotel Management Specialty“. In 2015 3rd International Conference on Education, Management, Arts, Economics and Social Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemaess-15.2016.66.

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„Primary Exploration into "1 + 3" Integrated Teaching Method“. In 2018 International Conference on Education, Psychology, and Management Science. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icepms.2018.146.

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Priscylio, Ghery, Sjaeful Anwar und Salmawati. „Need of e- integrated science teaching material developed using 4S TMD model for science learning and teaching in junior high school“. In the 10th International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3306500.3306563.

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Susetyadi, Arya Dwi, Anna Permanasari und R. Riandi. „Analyzing Concept For Developing STEM-Based Integrated Science Teaching Materials Themed "Blood".“ In Proceedings of the International Conference Primary Education Research Pivotal Literature and Research UNNES 2018 (IC PEOPLE UNNES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpeopleunnes-18.2019.3.

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