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1. Recognition and Operationalization of 'Future-Scaffolding Skills': Results from an Empirical Study of a Teaching-Learning Module on Climate Change and Futures Thinking

2. The Present Shock and Time Re-Appropriation in the Pandemic Era Missed Opportunities for Science Education

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3. Engaging with Contemporary Challenges through Science Education Research: Selected Papers from the ESERA 2019 Conference. Contributions from Science Education Research. Volume 9

4. Frantic Standstill and Lack of Future: How Can Science Education Take Care of Students’ Distopic Perceptions of Time?

5. Orchestration of Classroom Discussions That Foster Appropriation

6. Developing Future-Scaffolding Skills through Science Education

8. The Influence of Causal Knowledge on the Willingness to Change Attitude towards Climate Change: Results from an Empirical Study

9. Exploring Students' Epistemological Knowledge of Models and Modelling in Science: Results from a Teaching/Learning Experience on Climate Change

11. Defining and Operationalizing Appropriation for Science Learning

14. Meeting the Discipline-Culture Framework of Physics Knowledge: A Teaching Experience in Italian Secondary School

15. Future-oriented science education manifesto

16. FEDORA materials' effectiveness to develop thinking and future-scaffolding skills and to foster aware, responsible and proactive engagement with science: results and hypotheses from the first round implementations - Deliverable 4.2

17. Framework to futurise science education - Deliverable 3.3

22. FEDORA. Excerpts from essays on students’ future perception. Italy

24. Making sense of youth futures narratives: Recognition of emerging tensions in students' imagination of the future

25. Netværksanalyse af ændringer i læreplaner for Naturvidenskabeligt Grundforløb over tid

27. STEM analysis of a module on Artificial Intelligence for high school students designed within the I SEE Erasmus+ Project

29. 04 - Case studies : I SEE project

33. The Role of Mathematics in Quantum Physics for High School Students: a Case Study

34. The I SEE project: An approach to futurize STEM education

37. How does epistemological knowledge on modelling influence students' engagement in the issue of climate change?

39. Understanding first-year students’ curiosity and interest about physics

41. Cambiamenti climatici e insegnamento/apprendimento della Fisica: Una proposta didattica

42. CULTURAL CONTENT KNOWLEDGE: PROVIDING BIG PICTURE OF PHYSICS TO ITALIAN SCHOOL STUDENTS GIFTED IN SCIENCES

43. TOWARD A THEORETICAL EXPLANATION OF THE INTERPLAY BETWEEN THE COLLECTIVE AND THE INDIVIDUAL DYNAMICS IN PHYSICS LEARNING

45. LEADING SECONDARY SCHOOL STUDENTS TO FACE THE DISCIPLINARY, EPISTEMOLOGICAL AND SOCIETAL CHALLENGES OF CLIMATE CHANGE: DESIGN AND ANALYSIS OF MULTI-DIMENSIONAL TEACHING/LEARNING EXPERIENCES

46. Experimenting with Prompts vs. Recipe-Style Experimenting: Impact on Motivation and Achievement

47. Addressing the complexity of climate change through games

48. Giocare con la complessità: design di un gioco da tavolo sui sistemi complessi

49. Addressing the complexity of climate change through games

50. Visualisation and Spatial Thinking in Primary Students’ Understandings of Astronomy