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Artykuły w czasopismach na temat "Science teachers – Juvenile fiction"
Radford, Linda Anne. "Apprenticing Teachers Reading: The Cultural Significance of Juvenile Melodrama". Journal of the Canadian Association for Curriculum Studies 7, nr 1 (3.11.2009): 58–84. http://dx.doi.org/10.25071/1916-4467.23376.
Pełny tekst źródłaParis, Michael. "Red Menace! Russia and British Juvenile Fiction". Contemporary British History 19, nr 2 (czerwiec 2005): 117–32. http://dx.doi.org/10.1080/13619460500080181.
Pełny tekst źródłaMcMahon, Daniel. "Science Fiction Curriculum, Cyborg Teachers, & Youth Cultures". Utopian Studies 17, nr 1 (1.01.2006): 221–23. http://dx.doi.org/10.2307/20718804.
Pełny tekst źródłaMcMahon, Daniel. "Science Fiction Curriculum, Cyborg Teachers, & Youth Cultures". Utopian Studies 17, nr 1 (1.01.2006): 221–23. http://dx.doi.org/10.5325/utopianstudies.17.1.0221.
Pełny tekst źródłaVon der Osten, Robert. "Four Generations of Tom Swift: Ideology in Juvenile Science Fiction". Lion and the Unicorn 28, nr 2 (2004): 268–83. http://dx.doi.org/10.1353/uni.2004.0023.
Pełny tekst źródłaZigo, Diane, i Michael T. Moore. "Science Fiction: Serious Reading, Critical Reading". English Journal 94, nr 2 (1.11.2004): 85–90. http://dx.doi.org/10.58680/ej20044186.
Pełny tekst źródłaHieu, To Minh, Vi Thi Thu Hien i Nguyen Thanh Hien. "DEVELOPING THE COMPETENCE OF READING COMPREHENSION OF SCIENCE FICTION STORY FOR 7TH GRADE STUDENTS IN VIETNAM". International Journal of Education Humanities and Social Science 07, nr 03 (2024): 338–43. http://dx.doi.org/10.54922/ijehss.2024.0719.
Pełny tekst źródłaTimofeev, A. N. "SPECIAL ASPECTS OF USING FICTION IN BIOLOGY CLASSES". Vektor nauki Tol'yattinskogo gosudarstvennogo universiteta. Seriya Pedagogika i psihologiya, nr 4 (2021): 17–22. http://dx.doi.org/10.18323/2221-5662-2021-4-17-22.
Pełny tekst źródłaWhite, Donna R. "Back in the Spaceship Again: Juvenile Science Fiction Series Since 1945 (review)". Lion and the Unicorn 25, nr 2 (2001): 334–36. http://dx.doi.org/10.1353/uni.2001.0027.
Pełny tekst źródłaNewsinger, John. "Book reviews : Taking sides: the juvenile fiction of Rhodri Jones". Race & Class 36, nr 1 (lipiec 1994): 87–94. http://dx.doi.org/10.1177/030639689403600108.
Pełny tekst źródłaRozprawy doktorskie na temat "Science teachers – Juvenile fiction"
Keys, Philip Mark. "Primary and secondary teachers shaping the science curriculum : the influence of teacher knowledge". Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/15920/1/Philip_Keys_Thesis.pdf.
Pełny tekst źródłaKeys, Philip Mark. "Primary And Secondary Teachers Shaping The Science Curriculum: The Influence Of Teacher Knowledge". Queensland University of Technology, 2003. http://eprints.qut.edu.au/15920/.
Pełny tekst źródłaKosky, Amy. "A Survey of Preservice Teachers in Regards to Their Attitudes and Perceptions of Science Fiction Literature and its Use in the Classroom". Honors in the Major Thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1608.
Pełny tekst źródłaB.S.
Bachelors
Educational and Human Sciences
Education and Human Performance
Elementary Education
Franco, Jefferson Luiz. "Ensinando o futuro: visões da ficção científica sobre o ato de lecionar". Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2821.
Pełny tekst źródłaThis research presents a theoretical-analytical approach to the question of representation of teaching in science fiction texts of American authors of the 20th century: Isaac Asimov, author of The fun they had! (1951); Lloyd Biggle Jr, who wrote And madly teach at 1966 and Connie Willis, whose analyzed narrative is called Ado and dates back to 1990. Discuss the relationships potentially liable to be established between the imaginary depicted in these works and the contemporary neoliberal vision of the act of teaching as the object of automation and strict standardization can certify the fact that such idealized representations have become, to a large extent, paradigms from the practices of advanced capitalism (which have as their primary model the American nation) capable of influencing how relationships between teachers and technologies in our country are understood, represented and planned. Therefore, as a primary objective, we attempt to understand how the discursive construction of the representation of the education worker (and the imaginary technologies surrounding this representation) is carried out, inserting it into the cultural dimensions of the North American imaginary in order to discuss its contemporary reflections and its deterministic content. In order to do this, we methodologically used the review and bibliographical analysis of scientific articles and national and foreign literary texts (which included, but were not limited to, works designated as objects), and, among the conclusions drawn, we pointed out that the relationship of the corpus with the cultural industry does not allow a radical departure from traditionalist educational theories familiar to the readers who constitute the target audience of the authors, in addition to highlighting perspectives marked by determinism in the texts, although in some cases, it is just insinuated or emerged in contrast to subsequent productions of the writer. As a final point, however, it is possible to see the ultimate content of the texts of the corpus as having a humanistic priority: Asimov portrays the desire for a communal education in place of the isolation of the student in the name of efficiency; Biggle Jr. discusses, in a subtle way, the devaluation of the teacher's figure before a technique focused at the maximization of economic results and, finally, Willis points out the possibilities and dangers of trying to ban all the ideology of the school environment, following a supposedly democratic mold that ends up serving the annihilation of the possibilities of learning.
Książki na temat "Science teachers – Juvenile fiction"
Capeci, Anne. Feed me!: Funky food science from Ethan Flask and Professor von Offel. New York: Scholastic, Inc., 2001.
Znajdź pełny tekst źródłaBurkett, Kathy. Out of this world!: Ethan Flask and Professor von Offel take on space science. New York: Scholastic, 2001.
Znajdź pełny tekst źródłaCoville, Bruce. Zombies of the science fair. New York: Pocket Books, 2000.
Znajdź pełny tekst źródłaCoville, Bruce. Zombies of the science fair. New York: Pocket Books, 2000.
Znajdź pełny tekst źródłaGordon, Korman, red. What a blast!: The explosive escapades of Ethan Flask and Professor von Offel. New York: Scholastic, 2000.
Znajdź pełny tekst źródłaBurkett, Kathy. What a blast!: The explosive escapades of Ethan Flask and Professor von Offel. New York: Scholastic, 2000.
Znajdź pełny tekst źródłaCoville, Bruce. The attack of the two-inch teacher. New York: Pocket Books, 1999.
Znajdź pełny tekst źródłaBlair, L. E. It's a scream! Racine, Wis: Western Pub., 1992.
Znajdź pełny tekst źródłaCoville, Bruce. Peanut butter lover boy. New York: Pocket Books, 2000.
Znajdź pełny tekst źródłaCoville, Bruce. My teacher glows in the dark. New York: Aladdin, 2014.
Znajdź pełny tekst źródłaCzęści książek na temat "Science teachers – Juvenile fiction"
Shippey, Tom. "Science Fiction and the Idea of History". W Hard Reading, 70–84. Liverpool University Press, 2016. http://dx.doi.org/10.5949/liverpool/9781781382615.003.0008.
Pełny tekst źródłaKrezmien, Michael, Wardell Powell, Christina Bosch, Tracey Hall i Martina Nieswandt. "The Use of Tablet Technology to Support Inquiry Science for Students Incarcerated in Juvenile Justice Settings". W K-12 STEM Education, 590–612. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch029.
Pełny tekst źródłaKrezmien, Michael, Wardell Powell, Christina Bosch, Tracey Hall i Martina Nieswandt. "The Use of Tablet Technology to Support Inquiry Science for Students Incarcerated in Juvenile Justice Settings". W Optimizing STEM Education With Advanced ICTs and Simulations, 267–95. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2528-8.ch011.
Pełny tekst źródłaClare, Ross. "Introduction". W Ancient Greece and Rome in Modern Science Fiction, 1–6. Liverpool University Press, 2022. http://dx.doi.org/10.3828/liverpool/9781800856318.003.0001.
Pełny tekst źródłaOnion, Rebecca. "Space Cadets and Rocket Boys". W Innocent Experiments. University of North Carolina Press, 2016. http://dx.doi.org/10.5149/northcarolina/9781469629476.003.0005.
Pełny tekst źródłaEller, Jonathan R. "A Most Favorite Subject". W Bradbury Beyond Apollo, 136–40. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043413.003.0020.
Pełny tekst źródłaMidkiff, Emily. "The Case Study". W Equipping Space Cadets, 102–51. University Press of Mississippi, 2022. http://dx.doi.org/10.14325/mississippi/9781496839022.003.0005.
Pełny tekst źródłaWieacker, Franz, Tony Weir i Reinhard Zimmermann. "The Development of Medieval Legal Science: The Commentators". W A History Of Private Law In Europe, 55–68. Oxford University PressOxford, 1996. http://dx.doi.org/10.1093/oso/9780198258612.003.0005.
Pełny tekst źródłaKelley, James. "The Uncanny Power of Comic Books: Achieving Interdisciplinary Learning through Superhero Comic Books". W With Great Power Comes Great Pedagogy, 149–67. University Press of Mississippi, 2020. http://dx.doi.org/10.14325/mississippi/9781496826046.003.0010.
Pełny tekst źródłaWalker, Nathaniel Robert. "The Republic of the Future". W Victorian Visions of Suburban Utopia, 223–94. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198861447.003.0006.
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