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3. Science teaching processes
Wednesday 23rd August Poster Session II, 15:00 - 16:30
X101
Chairperson: Martin Braund, Cape Peninsula University of Technology, South Africa
P3.2.1.1 Oscillating mass-spring system: From traditional to the investigative approach
Michele Guimaraes*1, Valdir Guimaraes2
1Universidade Federal de Ouro Preto, Brazil, 2Universidade de São Paulo, Brazil
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P3.2.1.2 Cinematographic language: A pedagogical resource for the formation of scientific concepts
José Nunes dos Santos1, Maria José Fontona Gebara*1
1UNICAMP, Brazil, 2Universidade Federal de São Carlos, Brazil
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P3.2.1.3 Chemie im Kontext in Spain: A context based methodology for chemistry teaching in secondary education
Ignacio Sanchez Diaz*, David-Samuel Di Fuccia
University of Kassel, Germany
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P3.2.1.4 Learning science: Students generating representations in a blended classroom
Connie Cirkony
Deakin University, Australia
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P3.2.1.5 Efficacy of inquiry-based and "cookbook" labs at different school levels
Lukáš Rokos
University of South Bohemia in České Budějovice, Czech Republic
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P3.2.1.6 Development of an instrument to assess representation practices In elementary classrooms
Sheau-Wen Lin*, Wen-Chien Hsie
National Pingtung University, Taiwan
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P3.2.1.7 Reading science text in low-income contexts: ¿How do Chilean teachers scaffold reading for learning?
Sandra Rojas, Alejandra Menéses*
Pontificia Universidad Católica de Chile, Chile
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P3.2.1.8 The effectiveness of 'Ladders of Learning' in chemistry education
Marie-Therese Hauerstein, Helena van Vorst*
Duisburg-Essen University, Germany
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P3.2.1.9 Chemistry in context: Features and evaluation of curricular materials implemented in Catalonia
Fina Guitart*1, Josep Corominas2
1CESIRE. Department of Education of Catalonia, Spain, 2Escola Pia de Sitges, Spain
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