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- Carlsson, Britta
(författare)
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Dramatic photosynthesis
- 2003
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Ingår i: Teaching Science. - 1449-6313 .- 1839-2946. ; 49:1, s. 26-35
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Tidskriftsartikel (refereegranskat)abstract
- Presents a creative way of teaching photosynthesis. Exploration of why many science students find it hard to understand the process through conventional teaching methods; Design of a six-step teaching sequence to become the alternative strategy for understanding photosynthesis.
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| 3. |
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| 4. |
- Szklarski, Andrzej, 1956-
(författare)
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Pupils’ experience of being motivated to learn in school: An empirical phenomenological study.
- 2011
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Ingår i: Teaching Science. - 1449-6313. ; 57:1, s. 43-48
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to explore and describe the essence of pupils' experiences of motivation in school. The empirical material has been gathered in Sweden through self-reports and focus groups and analysed by means of an empirical phenomenological method. The research results show that two constituents--interest and progress--are necessary and sufficient for the experience of being motivated to learn in school. Interest and progress have been delineated as most invariant constituents of the investigated experience. Different factors are connected to these two essentials of experienced motivation. The most central of them is the teacher, whose approach has varied importance for the pupils' motivational experience in schoo
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| 5. |
- Walan, Susanne, 1963-, et al.
(författare)
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Student responses to a context- and inquiry-based three-step teaching model
- 2015
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Ingår i: Teaching science. - Australian Science Teachers Association. - 1449-6313. ; 61:2, s. 33-39
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Tidskriftsartikel (refereegranskat)abstract
- Research has indicated that both context- and inquiry-based approaches could increase student interest in learning sciences. This case study aims to present a context- and inquiry-based combined teaching approach, using a three-step teaching model developed by the PROFILES project, and investigates Swedish students' responses to the activity. A Likert scale questionnaire was used for the data collection. The results of a total of 105 15-year-old students showed that, overall, the students were highly positive about this science teaching module.
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