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Artykuły w czasopismach na temat "Science textbooks"
Viana, Ricardo Borges, Susigreicy Pires de Morais, Rodrigo Luiz Vancini, Marília Santos Andrade, Gustavo De Conti Teixeira Costa, Beat Knechtle, Pantelis T. Nikolaidis i Claudio Andre Barbosa de Lira. "EXERCISE SCIENCE IN HIGH SCHOOL BIOLOGY TEXTBOOKS". Revista Brasileira de Medicina do Esporte 28, nr 4 (sierpień 2022): 352–57. http://dx.doi.org/10.1590/1517-8692202228042021_0406.
Pełny tekst źródłaArdianto, Didit, i Indarini Dwi Pursitasari. "Do Middle School Science Textbook Enclose an Entity of Science Literacy?" JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 1, nr 1 (1.09.2017): 24–27. http://dx.doi.org/10.33751/jhss.v1i1.369.
Pełny tekst źródłaLee, KyeongHwa. "2022 revised elementary Korean textbook development direction: Focusing on 1st and 2nd grade Korean textbooks". Korean Association For Learner-Centered Curriculum And Instruction 23, nr 17 (15.09.2023): 533–43. http://dx.doi.org/10.22251/jlcci.2023.23.17.533.
Pełny tekst źródłaKyi, Wai Wai, i Tetsuo Isozaki. "Comparing science curricula in Myanmar and Japan: Objectives and content covered in lower secondary textbooks". Eurasia Journal of Mathematics, Science and Technology Education 19, nr 7 (1.07.2023): em2294. http://dx.doi.org/10.29333/ejmste/13305.
Pełny tekst źródłaDivya, Martin, i J. V. Asha. "Gender in science textbooks". i-manager's Journal on Humanities & Social Sciences 3, nr 3 (2023): 38. http://dx.doi.org/10.26634/jhss.3.3.20221.
Pełny tekst źródłaHeo, Nam Gu. "Comparative Analysis of 「Geometry」 and 「Earth Science II」 Textbooks on Ellipse Construction". Korean Association For Learner-Centered Curriculum And Instruction 24, nr 1 (15.01.2024): 319–35. http://dx.doi.org/10.22251/jlcci.2024.24.1.319.
Pełny tekst źródłaHuang, Ronghuai, Ahmed Tlili, Xiangling Zhang, Tianyue Sun, Junyu Wang, Ramesh C. Sharma, Saida Affouneh i in. "A Comprehensive Framework for Comparing Textbooks: Insights from the Literature and Experts". Sustainability 14, nr 11 (6.06.2022): 6940. http://dx.doi.org/10.3390/su14116940.
Pełny tekst źródłaFarrow, Robert, Rebecca Pitt i Martin Weller. "Open Textbooks as an innovation route for open science pedagogy". Education for Information 36, nr 3 (25.09.2020): 227–45. http://dx.doi.org/10.3233/efi-190260.
Pełny tekst źródłaJoo, Hongbi, i Jihyun Yoon. "Analysis of the Degree of Reflection of the Nature of Science (NOS) in the ‘History of Science Textbook’ according to the 2015 Revised Curriculum". Korean Association For Learner-Centered Curriculum And Instruction 22, nr 19 (15.10.2022): 355–72. http://dx.doi.org/10.22251/jlcci.2022.22.19.355.
Pełny tekst źródłaFhilrizki, Salma Ihsani, Siti Alfi Nurdinilah, Tia Sritiawati i Ari Widodo. "Comparison of the Nature of Science Between Thematic and Non-Thematic Science Textbooks in Elementary School". Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 8, nr 1 (22.02.2022): 126. http://dx.doi.org/10.33394/jk.v8i1.4307.
Pełny tekst źródłaRozprawy doktorskie na temat "Science textbooks"
Yamak, Yeliz. "Exploring Representation Of Nature Of Science Aspects In Science Textbooks". Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/2/12610447/index.pdf.
Pełny tekst źródła#8217
s (2004) study. The instrument consists of 3 categories, 9 criteria and 28 indicators. The categories are: Science as Authoritative Knowledge, Science as Understanding Phenomena and Science as the Social Construction of Knowledge. A qualitative oriented approach was performed and content analysis method was used to assess the science textbooks. Data were analyzed by percentage and frequency analysis. Reliability was calculated by Cohen&
#8217
s Kappa and the value 0,71 which was found is reliable. The results of this study revealed that the three science textbooks inadequately presented the nature of science categories. It was also found that the percentages of almost all the indicators were under fifty. The textbooks presented the science as authoritative knowledge category relatively higher than the other two categories. The science as the sociocultural construction of knowledge category was portrayed less than the other two categories.
Esmer, Feyza. "Exploring Representation Of Nature Of Science Aspects In 9th Grade Chemistry Textbooks". Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613178/index.pdf.
Pełny tekst źródłas curriculum. A qualitative oriented approach was employed and ethnographic content analysis was used as the methodological framework for this research as Irez (2006) has performed. Data were analyzed by means of books&rsquo
sentences. The results of the study revealed that both of two chemistry textbooks were inadequate in representing NOS aspects which are
1. Observation and inference are distinct entities of science, 2. Science is influenced by the social and cultural environment of the scientist, 3. Science is partly the product of human creativity and imagination, 4. Scientific knowledge is tentative, empirical and theory laden, 5. There exists a distinct, non-hierarchical relationship between scientific theories and laws, 6. &ldquo
There is no universal, recipe-like, method for doing science.&rdquo
The frequency of presence of each aspect in books was very low.
Starnes, Kathryn. "Fairy tales, textbooks and social science : a folklorist reading of international relations introductory textbooks". Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/fairy-tales-textbooks-and-social-science-a-folklorist-reading-of-international-relations-introductory-textbooks(4fc0195b-97db-4e48-9cc7-deb4b3c24e2f).html.
Pełny tekst źródłaChan, Ip Miu-kwan Rose, i 陳葉妙坤. "The information structure in Hong Kong Form III integrated science andsocial studies textbooks". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38626378.
Pełny tekst źródłaGhairat, Mohamad Sabir. "ANALYSIS OF TEXTBOOKS IN AFGHANISTAN : Analysis of science textbooks from a Socio-Scientific Issue (SSI) perspective". Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32133.
Pełny tekst źródłaKearsey, John Mark Benjamin. "The accessibility of school science textbooks to bilingual students". Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10007407/.
Pełny tekst źródłaFadhli, Fathi Ali. "The inclusion of science technology society topics in junior high school Earth science textbooks /". free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9999279.
Pełny tekst źródłaUnsworth, Len. "How and why : recontextualizing science explanations in school science books". Phd thesis, Department of Linguistics, 1995. http://hdl.handle.net/2123/9054.
Pełny tekst źródłaLewis, Rebecca Adams. "A Content Analysis of Inquiry in Third Grade Science Textbooks". BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3171.
Pełny tekst źródłaMari, Zenzeng Bofirie Tore, i n/a. "Analysis of grade 7 social science textbooks in Papua New Guinea". University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060829.162904.
Pełny tekst źródłaKsiążki na temat "Science textbooks"
Gould, James L. Biological science. Wyd. 6. New York: W.W. Norton & Co., 1996.
Znajdź pełny tekst źródłaKhine, Myint Swe, red. Critical Analysis of Science Textbooks. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-4168-3.
Pełny tekst źródłaKeeton, William T. Biological science. Wyd. 5. New York: W.W. Norton, 1993.
Znajdź pełny tekst źródłaKeeton, William T. Biological science. Wyd. 4. New York: W. W. Norton, 1986.
Znajdź pełny tekst źródła1945-, Gould James L., i Gould Carol Grant, red. Biological science. Wyd. 4. New York: Norton, 1986.
Znajdź pełny tekst źródłaL, Gould James, Gould Clare H i Gould Grant F, red. Biological science. Wyd. 5. New York: Norton, 1993.
Znajdź pełny tekst źródła1945-, Gould James L., i Gould Carol Grant, red. Biological science. Wyd. 5. New York: Norton, 1993.
Znajdź pełny tekst źródłaRickard, Ed. Physics: The foundational science. Pensacola, Fla: Beka Book Publications, 1990.
Znajdź pełny tekst źródłaDean, Hurd, i Prentice-Hall inc, red. Prentice Hall physical science. Englewood Cliffs, N.J: Prentice Hall, 1988.
Znajdź pełny tekst źródłaJohn, Olmsted. Chemistry: The molecular science. Wyd. 2. Dubuque, IA: Wm. C. Brown Publishers, 1997.
Znajdź pełny tekst źródłaCzęści książek na temat "Science textbooks"
Leggo, Carl. "Science Textbooks". W Sailing in a Concrete Boat, 30. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-955-8_11.
Pełny tekst źródłaSimon, Josep. "Textbooks". W A Companion to the History of Science, 400–413. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2016. http://dx.doi.org/10.1002/9781118620762.ch28.
Pełny tekst źródłaLove, Kurt. "Politics and Science Textbooks". W Constructing Knowledge, 133–50. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-930-5_7.
Pełny tekst źródłaNiaz, Mansoor. "Feyerabend’s Counterinduction and Science Textbooks". W Feyerabend’s Epistemological Anarchism, 109–54. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36859-3_7.
Pełny tekst źródłaValanides, Nicos, Maria Papageorgiou i Pavlos Rigas. "Science and Science Teaching". W Critical Analysis of Science Textbooks, 259–86. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-4168-3_13.
Pełny tekst źródłaNiaz, Mansoor. "Textbooks: Impact on Curriculum". W Encyclopedia of Science Education, 1–4. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6165-0_181-2.
Pełny tekst źródłaNiaz, Mansoor. "Textbooks: Impact on Curriculum". W Encyclopedia of Science Education, 1070–73. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_181.
Pełny tekst źródłaAinin, Moh. "Developing Arabic Textbooks". W Advances in Social Science, Education and Humanities Research, 259–66. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-038-1_29.
Pełny tekst źródłaCeglie, Robert, i Vida Olivares. "Representation of Diversity in Science Textbooks". W Constructing Knowledge, 49–68. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-912-1_4.
Pełny tekst źródłaKhine, Myint Swe. "Analysis of Science Textbooks for Instructional Effectiveness". W Critical Analysis of Science Textbooks, 303–10. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-4168-3_15.
Pełny tekst źródłaStreszczenia konferencji na temat "Science textbooks"
Sekač, Vuk. "THE ANALYSIS OF QUALITY STANDARDS OF ELECTRONIC SERBIAN LANGUAGE TEXTBOOK FOR THE SECOND GRADE OF PRIMARY SCHOOL". W SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.311s.
Pełny tekst źródłaHorvat, Saša A., Tamara N. Rončević, Ivana Z. Bogdanović i Dušica D. Rodić. "DIFFERENCES IN GRAPHIC ILLUSTRATIONS IN THE CONTENTS OF NATURAL SCIENCES IN REGULAR TEXTBOOKS AND TEXTBOOKS FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN THE REPUBLIC OF SERBIA". W 5th International Baltic Symposium on Science and Technology Education. Scientia Socialis Press, 2023. http://dx.doi.org/10.33225/balticste/2023.88.
Pełny tekst źródłaTaylor, Cynthia, i Saheel Sakharkar. "');DROP TABLE textbooks;--". W SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3287429.
Pełny tekst źródłaRadojičić, Jelena. "Istorijska karta kao ilustracija i/ili izvor znanja u udžbenicima za prirodu i društvo". W Nauka i obrazovanje – izazovi i perspektive. University of Kragujevac, Faculty of Edaucatin in Uzice, 2022. http://dx.doi.org/10.46793/noip.295r.
Pełny tekst źródłaLi, Chen, Wei Huali, Zhang Haoyu, Zeng Fanbo i Qin Chaoling. "Comparative Study of Sports Statistics Textbooks and Other Disciplines' Statistics Textbooks". W 2011 International Conference on Future Computer Science and Education (ICFCSE). IEEE, 2011. http://dx.doi.org/10.1109/icfcse.2011.11.
Pełny tekst źródłaAlmansoori, Majed, Jessica Lam, Elias Fang, Adalbert Gerald Soosai Raj i Rahul Chatterjee. "Textbook Underflow: Insufficient Security Discussions in Textbooks Used for Computer Systems Courses". W SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3432416.
Pełny tekst źródłaAl-Rawi, Akram, Azzedine Lansari i Faouzi Bouslama. "Integrating Sun Certification Objectives into an IS Programming Course". W InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2858.
Pełny tekst źródłaMazumder, Syeda Fatema, Celine Latulipe i Manuel A. Pérez-Quiñones. "Diagramming Encouragement in CS1 Textbooks". W ITiCSE '20: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3341525.3393976.
Pełny tekst źródłaXu, Yiqun. "Contrastive analysis of lexical chunks in computer English textbooks and College English textbooks". W 2016 5th International Conference on Social Science, Education and Humanities Research. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ssehr-16.2016.127.
Pełny tekst źródłaChaudhri, Vinay K., Bonnie E. John, Sunil Mishra, John Pacheco, Bruce Porter i Aaron Spaulding. "Enabling experts to build knowledge bases from science textbooks". W the 4th international conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1298406.1298435.
Pełny tekst źródłaRaporty organizacyjne na temat "Science textbooks"
Lanier, R. G. From elementary school science to graduate school textbooks. Office of Scientific and Technical Information (OSTI), wrzesień 1990. http://dx.doi.org/10.2172/6476803.
Pełny tekst źródłaMcGinn, Noel. Why We Should End Reforms in Education. Inter-American Development Bank, kwiecień 2002. http://dx.doi.org/10.18235/0011021.
Pełny tekst źródławang, peng, i xiaobo wu. The Implementation Strategy of the "Four Single" Model in Digital Textbooks for Deep Learning: Taking the "Biology and Environment" Unit of the Second Volume of the Fourth Grade of Primary School Science in Hunan Science & Technology Press as an Example. New Course Rivew, marzec 2023. http://dx.doi.org/10.58911/bdic.2023.10.001.
Pełny tekst źródłaMaksimenko, L. A., i G. V. Gornova. Candidate's exam in the discipline "History and philosophy of science" : a textbook for organizing independent educational and research work on an abstract on the history of medicine. OFERNIO, listopad 2020. http://dx.doi.org/10.12731/ofernio.2020.24680.
Pełny tekst źródłaZhytaryuk, Maryan. UKRAINIAN JOURNALISM IN GREAT BRITAIN. Ivan Franko National University of Lviv, marzec 2021. http://dx.doi.org/10.30970/vjo.2021.50.11115.
Pełny tekst źródłaNELYUBINA, E., i L. PANFILOVA. ASSESSMENT OF THE QUALITY OF EDUCATIONAL ELECTRONIC PUBLICATIONS AND RESOURCES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-85-97.
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