Gotowe bibliografie tematyczne / Teaching of science

Gotowa bibliografia na temat „Teaching of science”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Teaching of science"

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Howe, Ann C. "Teaching Science Teaching". Teaching Education 1, nr 2 (czerwiec 1987): 49–52. http://dx.doi.org/10.1080/1047621870010213.

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METE, 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.

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Berry, Amanda, i Jan H. Van Driel. "Teaching About Teaching Science". Journal of Teacher Education 64, nr 2 (26.11.2012): 117–28. http://dx.doi.org/10.1177/0022487112466266.

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MORRISSEY, SUSAN. "TEACHING SCIENCE". Chemical & Engineering News 85, nr 41 (8.10.2007): 8. http://dx.doi.org/10.1021/cen-v085n041.p008.

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Gauld, Colin. "Teaching Science: Part 2 — Science Teaching and the Christian". Journal of Christian Education os-43, nr 3 (wrzesień 2000): 27–35. http://dx.doi.org/10.1177/002196570004300305.

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BIERBAUM, ESTHER GREEN. "Teaching Science in Science Museums". Curator: The Museum Journal 31, nr 1 (marzec 1988): 26–35. http://dx.doi.org/10.1111/j.2151-6952.1988.tb00672.x.

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Dubeck, Leroy W., Matthew H. Bruce, Joseph S. Schmucker, Suzanne E. Moshier i Judith E. Boss. "Science fiction aids science teaching". Physics Teacher 28, nr 5 (maj 1990): 316–18. http://dx.doi.org/10.1119/1.2343039.

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Callahan, Brendan E., i Eduardo Dopico. "Science teaching in science education". Cultural Studies of Science Education 11, nr 2 (13.04.2016): 411–18. http://dx.doi.org/10.1007/s11422-015-9703-7.

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Smith, Val H. "Teaching objective science". Frontiers in Ecology and the Environment 4, nr 2 (marzec 2006): 59. http://dx.doi.org/10.1890/1540-9295(2006)004[0059:tos]2.0.co;2.

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DeReamer, Sharon. "Teaching computer science". ACM SIGSOFT Software Engineering Notes 35, nr 1 (25.01.2010): 31–34. http://dx.doi.org/10.1145/1668862.1668880.

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Rozprawy doktorskie na temat "Teaching of science"

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Seendani, Ajmal. "TEACHING COMPUTER SCIENCE WITHOUT COMPUTER : Teaching Computer Science in Afghan Secondary Schools". Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32350.

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Computers have become so significant in todays’ world, most of the people use such kind of technology for different purposes in their life: such as computing, designing, calculation and so on. This kind of technology can help the teachers and students in learning process, or we can say that they can be used as a facilitator of the learning process. This study circulates on how the teachers teach computer science in Afghan schools grade (10 to 12), although there are no computers in the classrooms and students just have textbooks for learning computer science. The teachers teach computer theoretically. The study was conducted in 30 schools of six provinces of Afghanistan, the study was conducted based on quantitative research method using questionnaire for both teachers and students, because of security and some cultural problems just a few female teachers and students participated in the study and filling the questionnaires . The study found that majority of teachers and more than half of the students believed that computer science is important in all parts of life; majority of the participants has no access to computers in their schools. Because of having no access to computers textbooks of CS are taught through lecture and group work methods. Additionally, teachers believed that textbooks of CS is useful but have some problems and students believed that these textbooks are so useful. Finally, both teachers and students in this study have faced many problems in the field of CS, so MoE should undertake their problems and provide facilities such as computer labs, professional teachers and so on.
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Robertson, Laura. "Science Teaching & Learning". Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/784.

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Harlow, Danielle Boyd. "From learning science to teaching science: What transfers?" Connect to online resource, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3256421.

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Reyes, Pilar. "Science PGCE students' understanding of secondary science teaching". Thesis, University of Warwick, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246757.

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Benjamin, Morris A. "Nigerian science teachers' beliefs about effective science teaching, their pedagogical content knowledge, and how these influence science teaching". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/834.

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This study investigated Nigerian junior secondary science teachers' beliefs about effective science teaching, their pedagogical content knowledge and how these influence their classroom teaching behaviour. The research is underpinned by a conceptual framework, which establishes a strong relationship between teachers' beliefs about teaching, teachers' pedagogical content knowledge and classroom teaching practices. The study was carried out in two phases. The first phase involved a survey of all junior secondary science teachers (N=70) from the 30 secondary schools in two Local Education Districts of Lagos State, Nigeria. The second phase involved in-depth case studies of three science teachers who were purposively selected. The case study data were collected through interviews, classroom observation sessions and document analysis. Findings from the study revealed that the teachers hold narrow, objectivist or realist views of the nature of science, and narrow and elitist views of the purpose of science teaching in schools. They also espoused beliefs consistent with knowledge transmission, teacher-centred, teacher-dominated classrooms in which students should play mainly passive roles of listening, observing the teacher and copying notes whilst under strict supervision of the teacher so as to maintain a quiet classroom for science teaching. Assessment practices are based on short paper and pencil periodic tests and terminal examinations, which are mainly for summative purposes. The teachers' classroom behaviour reflected accurate knowledge of science content and an understanding of the social and physical environment in which their students are learning. However, their teaching practices reflected pedagogical knowledge and skills, and knowledge of student learning derived from the traditional knowledge transmission pedagogy, which is not consistent with current understanding, and best practices in science teaching and learning. Their teacher-centred practices are consistent with their knowledge transmission beliefs and their pedagogical content knowledge in relation to pedagogical strategies and how students learn in science. The study revealed that shortages of science textbooks, insufficient teaching facilities and large classes, limit teachers’ effectiveness in science teaching. More contemporary approaches that actively engage students in learning and develop scientific literacy in the Nigerian context have been recommended. The implications of these findings for initial teacher education, professional development, science curriculum and science teaching have been outlined.
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Friedman, Romy. "Exploring the status of science outreach in science teaching". Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43058.

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Despite the continued demonstration of the importance of science outreach programs to inspire student interest and motivation in science, my experience is that the science outreach programs are currently underutilized in schools. This is besides the fact that many stakeholders including students, teachers, parents, scientists, the community and society can potentially benefit from science outreach programs. With most studies focusing on assessing the impact of outreach on students, there remains a gap in research on the processes that are undertaken by teachers and outreach providers to create these opportunities. This mixed-methods study used scientist-in-residence outreach model, as reference because of its prominence in promoting science outreach in attempt to address this gap by investigating teachers’ science outreach practices in schools to better understand the decisions they make about the place or status of science outreach programs, in their teaching. The study objectives were to (1) investigate the science outreach practices of science teachers, focusing on how outreach is integrated into curricular and instructional practices; (2) explore how teachers and outreach providers implement various science outreach models, including any potential challenges to this; (3) propose a model that better utilizes the efforts of both these stakeholders, teachers and outreach providers, with the aim of improved communication, that both teachers and outreach providers can use to inspire student interest and motivation in science. This study took a mixed methods approach, using a quantitative survey-questionnaire and qualitative interviews to elicit information on the practices of both elementary and secondary teachers regarding various forms of science outreach. Interviews occur with teachers, scientists, and other members of non-profit organizations coordinating various science outreach programs. Organizations that use the scientists-in-residence outreach model were of particular interest. Analysis of the data corpus revealed engagement, access, costs and comfort with science as the challenges for implementing outreach programs. Moreover, attitude, delivery and use of a facilitator were determined as ways to overcome these challenges. Based on these insights an emergent model is proposed to assist both teachers and outreach providers in inspiring student interest and motivation in science through outreach programs.
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Gibson, Benjamin Ian. "Educational Games for Teaching Computer Science". Thesis, University of Canterbury. Computer Science and Software Engineering, 2013. http://hdl.handle.net/10092/9239.

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Much work has done on teaching Computer Science by having students program games, but little has been done on teaching Computer Science by having the students learn from playing educational games. The current work in this field does not seem to be particularly cohesive, so there is no clear idea of what has already been done, and what works. The focus of this thesis is to provide a clearer picture of the range of games available for teaching Computer Science, and to provide guidelines for designing and evaluating them. The first and primary part of the thesis was to find and provide detailed information on as many of the existing educational games that teach Computer Science as possible. An extensive search was performed, and 41 games were found. From these it can be seen that while a few topics, mainly binary and introductory programming concepts, have sufficient coverage, most topics in Computer Science have barely been touched. Of the games for teaching Computer Science that were found, most were available online, at no cost, and only required a short time investment to play. The second part of the thesis focuses on growing the number of games that could be used for teaching Computer Science. This is achieved by providing guidelines on producing new work, and an example game is produced to test the guidelines.
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Tannis, Tamika P. "Teaching computer science principles using StarLogoTNG". Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/85510.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2013.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 81-83).
This thesis outlines the development of a 3-module set of lesson plans implemented using StarLogoTNG. The purpose of these lesson plans are to serve as a vehicle for teaching and reinforcing specific learning objectives of the CollegeBoard's Advanced Placement Computer Science Principles course, which has 7 main themes. Each lesson plan has as its focus a subset of learning objectives from one of the themes of Creativity, Data, or Internet, while simultaneously incorporating additional learning goals from the themes of Abstraction, Programming, Algorithms, and Impact. These interactive lesson plans go beyond the use of StarLogoTNG to complete specific tasks by integrating meaningful class discussions and occasional peer instruction and peer review activities. Such activities become catalysts for students to develop a deeper understanding of the course materials. By connecting learning goals from different themes of the course and packaging them in cohesive lesson plans that utilize methods of teaching for understanding, this thesis aims to provide a useful and effective set of a materials for the instruction of computer science principles.
by Tamika P. Tannis.
M. Eng.
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Hudson, Peter. "Mentoring for effective primary science teaching". Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/16002/1/Peter_Hudson_Thesis.pdf.

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Primary science education is a key area in the curriculum, yet primary science education is still less than adequate, both in the number of teachers implementing a primary science syllabus and the quality of primary science teaching. Mentoring may support both teachers in their roles as mentors and preservice teachers as mentees to develop their primary science teaching practices. This research investigated mentoring for developing preservice teachers of primary science, which was divided into two stages. Stage 1 was concerned with the development of an instrument aimed at measuring preservice teachers' perceptions of their mentoring in primary science teaching. Stage 2 involved developing a mentoring intervention based on the literature and the instrument developed from Stage 1 of this research, and further investigated the influence of the intervention on mentoring practices. Stage 1 involved a survey instrument developed from the literature and a small qualitative study. This instrument was refined after pilot testing and then administered to 331 final year preservice teachers. Stage 2 involved pilot testing a mentoring intervention, which was then implemented with 12 final year preservice teachers and their mentors over a four-week professional experience (practicum). Using a two-group posttest only design, these 12 final year preservice teachers (intervention group) and 60 final year preservice teachers (control group) from the same university were compared after their four-week professional experience program. The survey instrument developed from Stage 1 was used to measure both the control group's and intervention group's perceptions of their mentoring in primary science teaching. Stage 1 results indicated that five factors characterised effective mentoring practices in primary science teaching and were supported by Confirmatory Factor Analysis (CFA). The final CFA model was theoretically and statistically significant, that is, X2(513) = 1335, p < .001, CMIDF = 2.60, IFI = .922, CFI = .921, RMR = .066, RMSEA = .070. These factors were Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback, and had Cronbach alpha reliability coefficients of .93, .76, .94, .95, and .92, respectively. Stage 2 findings indicated that mentees involved in the intervention received statistically significant more mentoring experiences in primary science teaching on each of the 5 factors and on 31 of the 34 survey items. It was concluded that the mentoring intervention provided mentors and mentees with opportunities for developing their primary science teaching practices. Additionally, this approach simultaneously targets mentors and mentees' teaching practices and was considered economically viable.
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Hudson, Peter. "Mentoring for effective primary science teaching". Queensland University of Technology, 2004. http://eprints.qut.edu.au/16002/.

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Primary science education is a key area in the curriculum, yet primary science education is still less than adequate, both in the number of teachers implementing a primary science syllabus and the quality of primary science teaching. Mentoring may support both teachers in their roles as mentors and preservice teachers as mentees to develop their primary science teaching practices. This research investigated mentoring for developing preservice teachers of primary science, which was divided into two stages. Stage 1 was concerned with the development of an instrument aimed at measuring preservice teachers' perceptions of their mentoring in primary science teaching. Stage 2 involved developing a mentoring intervention based on the literature and the instrument developed from Stage 1 of this research, and further investigated the influence of the intervention on mentoring practices. Stage 1 involved a survey instrument developed from the literature and a small qualitative study. This instrument was refined after pilot testing and then administered to 331 final year preservice teachers. Stage 2 involved pilot testing a mentoring intervention, which was then implemented with 12 final year preservice teachers and their mentors over a four-week professional experience (practicum). Using a two-group posttest only design, these 12 final year preservice teachers (intervention group) and 60 final year preservice teachers (control group) from the same university were compared after their four-week professional experience program. The survey instrument developed from Stage 1 was used to measure both the control group's and intervention group's perceptions of their mentoring in primary science teaching. Stage 1 results indicated that five factors characterised effective mentoring practices in primary science teaching and were supported by Confirmatory Factor Analysis (CFA). The final CFA model was theoretically and statistically significant, that is, X2(513) = 1335, p < .001, CMIDF = 2.60, IFI = .922, CFI = .921, RMR = .066, RMSEA = .070. These factors were Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback, and had Cronbach alpha reliability coefficients of .93, .76, .94, .95, and .92, respectively. Stage 2 findings indicated that mentees involved in the intervention received statistically significant more mentoring experiences in primary science teaching on each of the 5 factors and on 31 of the 34 survey items. It was concluded that the mentoring intervention provided mentors and mentees with opportunities for developing their primary science teaching practices. Additionally, this approach simultaneously targets mentors and mentees' teaching practices and was considered economically viable.
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Książki na temat "Teaching of science"

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Wellington, J. J. Science learning, science teaching. London: Routledge, 2008.

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Wellington, Jerry, i Gren Ireson. Science Learning, Science Teaching. Fourth edition. | Abingdon, Oxon : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315623429.

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Gren, Ireson, red. Science learning, science teaching. Wyd. 3. Milton Park, Abingdon, Oxon: Routledge, 2012.

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Esler, William K. Teaching elementary science. Wyd. 6. Belmont, Calif: Wadsworth Pub. Co., 1993.

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Teaching children science. Wyd. 2. Englewood Cliffs, N.J: Prentice-Hall, 1988.

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Dawson, Peter. Teaching GCSE science. London: Hodder and Stoughton, 1987.

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Peter, Dawson. Teaching GCSE science. London: Hodder & Stoughton, 1987.

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B, Sund Robert, red. Teaching modern science. Wyd. 5. Columbus: Merrill Pub. Co., 1989.

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Esler, William K. Teaching elementary science. Wyd. 7. Belmont: Wadsworth Pub. Co., 1996.

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Cheek, Pat. Teaching secondary science. Wyd. 2. London: ASSET, 1993.

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Części książek na temat "Teaching of science"

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Keeves, John P., i I. Gusti Ngurah Darmawan. "Teaching Science". W International Handbook of Research on Teachers and Teaching, 975–1000. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_65.

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Jay, Jeffrey. "Science, Teaching". W Encyclopedia of Cross-Cultural School Psychology, 862–64. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_377.

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Valanides, 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.

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Kirschner, Paul A., Carl Hendrick, Jim Heal i Oliver Caviglioli. "The Science of Science Teaching". W How Teaching Happens, 197–205. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003228165-22.

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Le, Kelley T. "Reenvisioning Science Teaching". W Teaching Climate Change for Grades 6–12, 17–46. New York, NY: Routledge, 2021. | Series: Eye on education: Routledge, 2021. http://dx.doi.org/10.4324/9781003161592-3.

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Estrellado, Ryan A., Emily A. Freer, Jesse Mostipak, Joshua M. Rosenberg i Isabella C. Velásquez. "Teaching data science". W Data Science in Education Using R, 241–49. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780367822842-16.

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Akerson, Valarie L., i Selina L. Bartels. "Elementary Science Teaching". W Handbook of Research on Science Education, 528–58. New York: Routledge, 2023. http://dx.doi.org/10.4324/9780367855758-21.

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El Miedany, Yasser. "Teaching: Art or Science?" W Rheumatology Teaching, 3–8. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98213-7_1.

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Cottrell, Alan. "Thermodynamics as Engineering Science". W Teaching Thermodynamics, 271–76. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4613-2163-7_30.

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Brake, Mark, i Neil Hook. "Teaching Science and Science Fiction: A Case Study". W Teaching Science Fiction, 202–18. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230300392_13.

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Streszczenia konferencji na temat "Teaching of science"

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Taşer, Seyit. "SOCIAL SCIENCES IN TEACHING BENEFIT FROM THE NATUREL SCIENCE- EXAMPLES OF HISTORY OF SCIENCE". W 3rd Teaching & Education Conference, Barcelona. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/tec.2016.003.020.

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Bell, Tim, i Lynn Lambert. "Teaching computer science majors about teaching computer science". W the 42nd ACM technical symposium. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1953163.1953317.

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Daniels, Mats, Judith Gal-Ezer, Ian Sanders i G. Joy Teague. "Teaching computer science". W the twenty-seventh SIGCSE technical symposium. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/236452.236518.

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Semiz, Marina. "JOURNALS OF SOCIAL SCIENCES IN SERBIA BETWEEN GLOBAL AND NATIONAL INTERESTS". W SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.181s.

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The paper problematizes the current situation and development perspectives of social science journals in Serbia in the context of global (international) and national interests. Scientific articles in national social science journals are commonly the most prevalent form of dissemination and production of scientific knowledge, standpoints and views, a clear indicator of research excellence of university teachers, as well as the indicator of the quality of scientific journals, and the quality of scientific research in general. Therefore, it is not surprising that national and global interests and values intertwine in the domain of national journals. The reference framework for the analysis of selected issues is placed within the range of existing scientometric and bibliometric research, as well as the legislation referring to scientific research, manner and procedures for the evaluation of research results, and election to academic titles. The analysis we conducted led to the general conclusion that national social science journals are in a gap between the national and global context. Although their significance is beyond question, by promoting national and cultural values and interests, they exist as insufficiently competitive and globally invisible media for transfer and valorization of scientific knowledge in the academic community. In addition to analyzing the implications of the current education policies, editorial policies of the journals and strategic solutions aimed at raising and evaluating the quality of national social science journals, and integrating them into global information system trends, the paper also proposes potential directions for further development of national social science journals as a prerequisite for raising scientific productivity in the domain of social sciences.
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Prawat, Richard S., i Theodore R. Prawat. "WHAT VIEW OF SCIENCE DISCOVERY BEST FITS THE SCIENCE LEARNING GAME?" W 4th Teaching & Education Conference, Venice. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/tec.2017.004.008.

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Hagen, Loni. "Teaching Data Science to Social Sciences and Humanities Students". W dg.o '20: The 21st Annual International Conference on Digital Government Research. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3396956.3396968.

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Milo, Mimoza. "How Science Prior Knowledge and Students’ Assessment Affect Science’ University Academic Achievements". W World Conference on Education and Teaching. ACAVENT, 2021. http://dx.doi.org/10.33422/etconf.2021.03.77.

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Hubbard, Aleata, i Yvonne Kao. "Computer Science Teaching Knowledge". W SIGCSE '17: The 48th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3017680.3022399.

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Stoyanovich, Julia. "Teaching Responsible Data Science". W SIGMOD/PODS '22: International Conference on Management of Data. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3531072.3535318.

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Ishihara, Shozo. "Science Origami, An Effective Teaching Aid on Science". W Proceedings of the 12th Asia Pacific Physics Conference (APPC12). Journal of the Physical Society of Japan, 2014. http://dx.doi.org/10.7566/jpscp.1.017024.

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Raporty organizacyjne na temat "Teaching of science"

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Kenealy, M. Douglas. Update from Animal Science Teaching Section. Ames (Iowa): Iowa State University, styczeń 2005. http://dx.doi.org/10.31274/ans_air-180814-1059.

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Kenealy, M. Douglas. Update from Animal Science Teaching Section. Ames (Iowa): Iowa State University, styczeń 2007. http://dx.doi.org/10.31274/ans_air-180814-674.

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Kenealy, M. Douglas. Update from Animal Science Teaching Section. Ames (Iowa): Iowa State University, styczeń 2012. http://dx.doi.org/10.31274/ans_air-180814-716.

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Kenealy, M. Douglas. Update from Animal Science Teaching Section. Ames (Iowa): Iowa State University, styczeń 2004. http://dx.doi.org/10.31274/ans_air-180814-764.

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Kenealy, M. Douglas. Update from Animal Science Teaching Section. Ames (Iowa): Iowa State University, styczeń 2011. http://dx.doi.org/10.31274/ans_air-180814-782.

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Kenealy, M. Douglas. Update from Animal Science Teaching Section. Ames (Iowa): Iowa State University, styczeń 2010. http://dx.doi.org/10.31274/ans_air-180814-83.

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Kenealy, M. Douglas. Update from Animal Science Teaching Section. Ames (Iowa): Iowa State University, styczeń 2009. http://dx.doi.org/10.31274/ans_air-180814-931.

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Kenealy, M. Douglas. 2007 Review—Animal and Dairy Science Teaching. Ames (Iowa): Iowa State University, styczeń 2008. http://dx.doi.org/10.31274/ans_air-180814-10.

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Carson, Frank L. Teaching Military Ethics as a Science 2. Fort Belvoir, VA: Defense Technical Information Center, marzec 1989. http://dx.doi.org/10.21236/ada217277.

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Thompson, A. D. Teaching excellence and achivement in mathematics and science. Office of Scientific and Technical Information (OSTI), grudzień 1996. http://dx.doi.org/10.2172/459983.

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