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Artykuły w czasopismach na temat "Science teachers"
Šlekienė, Violeta, i Loreta Ragulienė. "IMPROVEMENT OF SCIENCE TEACHERS COMPETENCE OF EXPERIMENTAL PERFORMANCE". Natural Science Education in a Comprehensive School (NSECS) 20, nr 1 (20.04.2014): 141–59. http://dx.doi.org/10.48127/gu/14.20.141.
Pełny tekst źródłaAkkus, Huseyin. "PRE-SERVICE SECONDARY SCIENCE TEACHERS’ IMAGES ABOUT THEMSELVES AS SCIENCE TEACHERS". Journal of Baltic Science Education 12, nr 2 (25.04.2013): 249–60. http://dx.doi.org/10.33225/jbse/13.12.249.
Pełny tekst źródłaDenessen, Eddie, Nienke Vos, Fred Hasselman i Monika Louws. "The Relationship between Primary School Teacher and Student Attitudes towards Science and Technology". Education Research International 2015 (2015): 1–7. http://dx.doi.org/10.1155/2015/534690.
Pełny tekst źródłaMaseko, Bob, i Hlologelo Climant Khoza. "EXPLORING IN-SERVICE SCIENCE TEACHERS’ BELIEFS ABOUT GOALS OR PURPOSES OF SCIENCE TEACHING". Journal of Baltic Science Education 20, nr 3 (5.06.2021): 456–70. http://dx.doi.org/10.33225/jbse/21.20.456.
Pełny tekst źródłaYildiz, Cemalettin. "An Examination of Understandings of Prospective Teachers About Science and Science History". Journal of Education and Training Studies 6, nr 6 (21.04.2018): 48. http://dx.doi.org/10.11114/jets.v6i6.3012.
Pełny tekst źródłaMarfuatun, Marfuatun, i Riandi Riandi. "Need Analysis of Pre-Laboratory Development to Support Experimental Activities in Science Learning". Jurnal Penelitian Pendidikan IPA 8, nr 3 (31.07.2022): 1114–20. http://dx.doi.org/10.29303/jppipa.v8i3.1292.
Pełny tekst źródłaMETE, Hasan, i Selda BAKIR. "Teaching Styles of Science Teachers". Journal of Educational Sciences Research 6, nr 2 (30.10.2016): 95–111. http://dx.doi.org/10.12973/jesr.2016.62.6.
Pełny tekst źródłaMngomezulu, Halalisani, Sam Ramaila i Thasmai Dhurumraj. "Pedagogical Strategies Used to Enact Formative Assessment in Science Classrooms: Physical Sciences Teachers' Perspectives". International Journal of Higher Education 11, nr 3 (14.02.2022): 158. http://dx.doi.org/10.5430/ijhe.v11n3p158.
Pełny tekst źródła강경희. "Novice Science Teachers' Perceptions on Teacher Mentoring". Journal of Research in Curriculum Instruction 22, nr 1 (luty 2018): 29–37. http://dx.doi.org/10.24231/rici.2018.22.1.29.
Pełny tekst źródłaSeddon, Terri. "Rethinking Teachers and Teacher Education in Science". Studies in Science Education 19, nr 1 (styczeń 1991): 95–117. http://dx.doi.org/10.1080/03057269108559994.
Pełny tekst źródłaRozprawy doktorskie na temat "Science teachers"
Adal, Elif Ece. "Science Teachers". Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12612948/index.pdf.
Pełny tekst źródłaWan, Zhihong, i 万志宏. "Chinese science teacher educators' conceptions of teaching nature of science to prospective science teachers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44749910.
Pełny tekst źródłaTopcu, Mustafa Sami. "Preservice Science Teachers". Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609950/index.pdf.
Pełny tekst źródła(PSTs) informal reasoning regarding socioscientific issues (SSI). The study first investigated PSTs&rsquo
informal reasoning patterns
second, explored the relationship between informal reasoning patterns and quality
third, examined the variation of informal reasoning quality with SSI
at last, focused on the factors influencing PSTs&rsquo
informal reasoning in the context of SSI. Totally, 39 PSTs voluntarily participated in the study. Senior elementary PSTs from a public university, in Ankara constituted the sample of this study. Seven SSI were used to explore informal reasoning and influencing factors. Three SSI dealt with gene therapy and, the other three issues dealt with cloning. The last issue dealt with global warming. PSTs&rsquo
informal reasoning and the factors influencing the participants&rsquo
informal reasoning in the context of SSI were analyzed by using constant comparative data analysis method (Glaser &
Strauss, 1967). Two interview protocols were used in the present study. Informal Reasoning Interview protocol focused on the investigation of informal reasoning, and Moral Decision-Making Interview protocol was used to identify informal reasoning and the factors influencing informal reasoning. Emergent informal reasoning patterns from the present study were: rationalistic, emotive, and intuitive informal reasoning patterns. Regarding informal reasoning quality, across each SSI, the participants easily revealed claim with or without justification but they hardly developed counter-position and rebuttal. Emergent frequency of informal reasoning quality types followed the same order across each SSI. Thus, informal reasoning quality was not context-dependent across all SSI. Main factors influencing participants&rsquo
informal reasoning were accumulated under four main categories
personal experiences, social considerations, moral-ethical considerations, and technological concerns.
Senler, Burcu. "Pre-service Science Teachers". Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613270/index.pdf.
Pełny tekst źródłapersonality, self-regulation, and teaching self-efficacy by proposing and testing a comprehensive conceptual model. In the model, it was hypothesized that personality traits are directly linked to pre-service science teachers&rsquo
self-efficacy and academic self-regulation, and pre-service science teachers&rsquo
academic self-regulation is directly related to their self-efficacy. A total of 1794 pre-service science teachers (876 males and 905 females) from 27 education faculty partic ipated in the study. Self-efficacy (i.e. self-efficacy for student engagement, for instructional strategies, and for classroom management), academic self-regulation (i.e. achievement goals, task value, control of learning beliefs, test anxiety, metacognitive self-regulation, effort regulation, and peer learning), and personality trait (i.e. Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness) were assessed by self-report instruments. The results of the path analysis revealed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies were positively linked to different dimensions of self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of academic self-regulation and self-efficacy, openness was found to be negatively linked to these adaptive outcomes.
Cakir, Birgul. "Pre-service Science Teachers". Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613688/index.pdf.
Pełny tekst źródłametacognitive knowledge and metacognitive skills. Throught 2009-2010 Fall semester, the data were collected from pre-service science teachers (PSTs) who enrolled in the Laboratory Applications in Science Education course. The course was offered as a must course in Elementary Science Education programme in one of the biggest universites in Ankara. The method selected for the study was mix method. Both quantitative and qualitative data were collected and analyzed. Quantitative data was collected from 28 PSTs and qualitative data was collected from 7 PSTs who were the members of the researcher&rsquo
s group. In accordance with the purpose of the current study, descriptive statistics and independent samples t-test was conducted for quantitative data. In terms of qualitative part, the study was case study and interviews which were conducted before and after the course were analyzed to observe the change of PSTs&rsquo
metacognition. The result of the study revealed that before the course most of the PSTs did not report metacognitive skills. After the course it was observed that their metacognitive skills were developed. Among metacognitive skills, the most reported skill was monitoring skill after the course. It can be concluded from the study that metacognitive prompts embedded into the manual provided a metacognitively learning environment and a development in PSTs&rsquo
metacognition.
Yanis, Hilal. "Investigating Preservice Science Teachers". Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614546/index.pdf.
Pełny tekst źródłamental models about the role and distribution of ozone layer and ozone layer depletion regarding their ontological orientation. This study was conducted with twenty four preservice science teachers who were enrolled in Elementary Science Education Program of Education Faculty of one public university located in Central Anatolia. From each grade level six preservice science teachers were selected
two from low achiever, two from middle achiever and two from high achiever. Moreover, in the study, data were collected by using semi structured interview and interview consists of eleven questions and with five questions having multiple parts. Interview recordings were transcribed and analyzed qualitatively. In the following steps of the analysis, researcher proceeded with the already formed and described codes in an easygoing way. The results revealed that preservice science teachers&rsquo
responses were mostly seen as skin cancer and sunburn as harmful effects of ultraviolet rays and preservice science teachers&rsquo
responses were mostly seen as activation vitamin D and photosynthesis of plants as beneficial effects of Sun&rsquo
s rays. Half of preservice science teachers thought that ozone layer exists in the atmosphere. Moreover, preservice science teachers&rsquo
responses were mostly seen as perfume, deodorant, car, and spray as harmful materials to ozone layer. Chlorofluorocarbon, carbon monoxide, and carbon-dioxide were the most seen responses as harmful chemicals to ozone layer. Similar misconceptions were identified when compared with past studies. Also, different misconceptions were found in the study. Ten distinct models were formed regarding role and distribution of ozone layer and five distinct models were formed regarding ozone layer depletion. Moreover, absorbing and reflecting surface was mostly seen ontological belief regarding role and distribution of ozone layer. Hole was mostly seen ontological belief regarding ozone layer depletion. Generally, achievement and grade level did not make difference among preservice science teachers forming which type of mental models and having ontological beliefs.
So, Wing-mui Winnie. "Teacher thinking : a comparison of science elective and non-science elective primary school teachers /". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595927.
Pełny tekst źródłaSo, Wing-mui Winnie, i 蘇詠梅. "Teacher thinking: a comparison of science elective and non-science elective primary school teachers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958941.
Pełny tekst źródłaSoldat, Christopher Scott Yager Robert Eugene. "Investigating the impact of a preservice program on beliefs about science teaching and learning". Iowa City : University of Iowa, 2009. http://ir.uiowa.edu/etd/438.
Pełny tekst źródłaBrown, Patrick L. "Investigating science teacher knowledge of learners and learning and sequence of science instruction in an alternative certification program". Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5601.
Pełny tekst źródłaThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 22, 2009) Includes bibliographical references.
Książki na temat "Science teachers"
Dias, Michael, Charles J. Eick i Laurie Brantley-Dias, red. Science Teacher Educators as K-12 Teachers. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6763-8.
Pełny tekst źródłaTechnical, Working Group (1984 Quezon City Philippines). Training of science teachers and teacher educators. Bangkok: Unesco Regional Office for Education in Asia and the Pacific, 1985.
Znajdź pełny tekst źródłaSchweingruber, Heidi, i Natalie Nielsen, red. Science Teachers' Learning. Washington, D.C.: National Academies Press, 2016. http://dx.doi.org/10.17226/21836.
Pełny tekst źródłaWoodburn, John H. Scientists & science teachers. Hutchinson, KS: Genie Publications, 1990.
Znajdź pełny tekst źródła1940-, Allsop Terry, i Benson Ann 1945-, red. Mentoring for science teachers. Buckingham: Open University Press, 1997.
Znajdź pełny tekst źródłaEducation, Centre for Science, i Open University. Science for Primary Teachers., red. Science for primary teachers. Milton Keynes: Open University, 1991.
Znajdź pełny tekst źródłaEducation, Centre for Science, i Open University. Science for Primary Teachers., red. Science for primary teachers. Milton Keynes: Open University, 1990.
Znajdź pełny tekst źródłaOpen University. Chemistry for Science Teachers Course Team., red. Chemistry for science teachers. Milton Keynes: Open University, 1992.
Znajdź pełny tekst źródłaOpen University. Primary Teachers Learning Science Course Team., red. Primary teachers learning science. Milton Keynes: Open University, 1995.
Znajdź pełny tekst źródłaOpen University. Chemistry for Science Teachers Course Team., red. Chemistry for science teachers. Milton Keynes: Open University, 1992.
Znajdź pełny tekst źródłaCzęści książek na temat "Science teachers"
Walton, R. S. "Science". W Handbook for History Teachers, 496–98. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-66.
Pełny tekst źródłaHall, Α. Rupert. "Science". W Handbook for History Teachers, 1055–59. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-186.
Pełny tekst źródłaDawborn-Gundlach, Merryn. "Teacher Retention: Supporting Early-Career Science Teachers". W Complexity and Simplicity in Science Education, 37–49. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79084-4_3.
Pełny tekst źródłaMa, Hongming. "Science Teachers’ Professional Knowledge". W Encyclopedia of Science Education, 1–3. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_233-4.
Pełny tekst źródłaMa, Hongming. "Science Teachers’ Professional Knowledge". W Encyclopedia of Science Education, 924–26. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_233.
Pełny tekst źródłaKane, Justine M., i Maria Varelas. "Elementary School Teachers Constructing Teacher-of-Science Identities". W Studying Science Teacher Identity, 177–95. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-379-7_9.
Pełny tekst źródłaKane, Justine M., i Maria Varelas. "Elementary School Teachers Constructing Teacher-of-Science Identities". W Studying Science Teacher Identity, 177–95. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-528-9_9.
Pełny tekst źródłaGriffith, Gemma, i Karunavira. "Science and theory". W Essential Resources for Mindfulness Teachers, 200–213. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429317880-28.
Pełny tekst źródłaOner, Diler, i Yeliz Gunal Aggul. "Critical Thinking for Teachers". W Integrated Science, 319–36. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15963-3_18.
Pełny tekst źródłaCorrigan, Deborah, Richard Gunstone i Justin Dillon. "Approaches to Considering the Professional Knowledge Base of Science Teachers SCIENCE TEACHERS". W The Professional Knowledge Base of Science Teaching, 1–11. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-90-481-3927-9_1.
Pełny tekst źródłaStreszczenia konferencji na temat "Science teachers"
Makarskaitė-Petkevičienė, Rita. "NATURAL SCIENCE LESSONS: PRE-SERVICE PRIMARY TEACHERS' EXPERIENCE". W Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.83.
Pełny tekst źródłaMotloung, Amos, i Lydia Mavuru. "TEACHING LIFE SCIENCES USING SECOND LANGUAGE: HOW DO TEACHERS COPE?" W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end007.
Pełny tekst źródłaXaba, Nomzamo, i Aviwe Sondlo. "USING A LEARNER-BASED ACTIVITY APPROACH IN DEVELOPING SCIENCE TEACHERS’ READINESS IN INQUIRY-BASED LEARNING". W International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end077.
Pełny tekst źródłaPoole, Scott. "A Disruptive Partnership Connecting Academia, Science and the Profession". W 2019 Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.71.
Pełny tekst źródłaLamanauskas, Vincentas, i Dalia Augienė. "SCIENTIFIC RESEARCH ACTIVITY OF STUDENTS PRE-SERVICE TEACHERS AT UNIVERSITY: COMPARATIVE ANALYSIS OF UNDERSTANDING, INTEREST AND CAREER ASPECTS". W Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.72.
Pełny tekst źródłaGreitāns, Kārlis, i Dace Namsone. "IN-SERVICE SCIENCE TEACHERS’ PROFESSIONAL DEVELOPMENT TARGETED TO PROMOTE STUDENT UNDERSTANDING OF CORE SCIENTIFIC CONCEPTS". W SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.49.
Pełny tekst źródłaCraciun, Dana, i Madalin Bunoiu. "DEVELOPING PRE-SERVICE SCIENCE TEACHERS TPACK CONFIDENCE THROUGH WEB BASED COMICS". W eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-135.
Pełny tekst źródłaJames, Angela. "BIOLOGICAL SCIENCES PRE-SERVICE TEACHERS' EXPERIENCES OF COVID-19 AS AN ENABLER FOR THEIR SERVICE-LEARNING PROJECTS". W SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.86.
Pełny tekst źródłaChanetsa, Tarisai, i Umesh Ramnarain. "DEVELOPMENT OF A LESSON OBSERVATION SCHEDULE TO DOCUMENT PEDAGOGICAL CONTENT KNOWLEDGE FOR NATURE OF SCIENCE". W International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end064.
Pełny tekst źródłaAlyafei, Alshaima Saleh. "Science Teachers’ Beliefs about Teaching and Learning Implementing Inquiery-based Learning - A Case in Qatar Government Primary Schools". W Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0278.
Pełny tekst źródłaRaporty organizacyjne na temat "Science teachers"
LoFaro, Keelan. Cooperating Teachers' Perceived Preparedness to Support Science Teacher Candidates for Culturally Sustaining Science Teaching. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.7204.
Pełny tekst źródłaWieda, Karen J., Michael J. Schweiger, Mary Bliss, Stan G. Pitman i Eugene A. Eschbach. Materials Science and Technology Teachers Handbook. Office of Scientific and Technical Information (OSTI), wrzesień 2008. http://dx.doi.org/10.2172/937046.
Pełny tekst źródłaAuthor, Not Given. The Teachers Academy for Mathematics and Science. Office of Scientific and Technical Information (OSTI), styczeń 1992. http://dx.doi.org/10.2172/7181866.
Pełny tekst źródłaBoda, Phillip, i Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, luty 2021. http://dx.doi.org/10.51420/brief.2021.1.
Pełny tekst źródłaWachen, John, Mark Johnson, Steven McGee, Faythe Brannon i Dennis Brylow. Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity. The Learning Partnership, kwiecień 2021. http://dx.doi.org/10.51420/conf.2021.2.
Pełny tekst źródłaBrett, B., M. A. Scheirer i S. Raizen. A study of the Teachers` Academy for Mathematics and Science. Office of Scientific and Technical Information (OSTI), wrzesień 1994. http://dx.doi.org/10.2172/161557.
Pełny tekst źródłaThart, N. A. The Teachers Academy for mathematics and science. 1996 Annual report. Office of Scientific and Technical Information (OSTI), grudzień 1996. http://dx.doi.org/10.2172/543634.
Pełny tekst źródłaOleksiuk, Vasyl P., i Olesia R. Oleksiuk. Methodology of teaching cloud technologies to future computer science teachers. [б. в.], lipiec 2020. http://dx.doi.org/10.31812/123456789/3891.
Pełny tekst źródłaErvin, C. J. The Natural Science Institute for Teachers of Minority Students: Performance report. Office of Scientific and Technical Information (OSTI), luty 1995. http://dx.doi.org/10.2172/34371.
Pełny tekst źródłaNiedo, Noelle Frances. A Pilot Study on Methods to Introduce Teachers to New Science Standards. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.5415.
Pełny tekst źródła