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Blog - ESERA

Jérôme Santini

16 / 02/ 2017
Characterization Of The Joint Elaboration Of Conceptual Understanding And Of Students’ Performances. Volcanoes And Earthquakes At Grade 5. Université Rennes 2, France Supervisor : Gérard ...

Zeynab Badreddine

16 / 02/ 2017
Study of teachers’ chronogenetic decisions in physics teaching at lower secondary school; a case study in Lebanon E-mail: zeynab_badreddine@yahoo.fr

Aytekin Cokelez

16 / 02/ 2017
The register of models - atom; molecule; ion; chemical bond - in the teaching of the matter and its transformations at Upper Secondary School level ...

Rita Khanfour-Armale

16 / 02/ 2017
Teachers’ activities for structuring students’ knowledge after autonomous chemistry laboratory work Université Lyon, France Supervisor: Jean François Le Maréchal E-mail : rita.khanfour-armale@iufm.u-cergy.fr

Heikki Saari

16 / 02/ 2017
Pupils’ conceptions of models and modelling in secondary school physics teaching University of Joensuu, Finland E-mail: heikki.saari@jnor.joensuu.fi

Aija Ahtineva

16 / 02/ 2017
Textbook B dissemination of knowledge and inspiration to study?Notion of knowledge and users= experiences concerning Kemian maailma 1, an upper secondary level Chemistry textbook. University ...

Pekka E. Hirvonen

16 / 02/ 2017
Effects of the use of the surface charge theory-based approach to understanding of direct current circuits in university studies University of Joensuu, Finland E-mail: pekka.e.hirvonen@joensuu.fi

Antti Savinainen

16 / 02/ 2017
High School Students’ Conceptual Coherence of Qualitative Knowledge in the Case of the Force Concept University of Joensuu, Finland E-mail: antti.savinainen@kuopio.fi

Kari Sormunen

16 / 02/ 2017
Seventh-graders’ epistemic views related to science lessons University of Joensuu, Finland E-mail: kari.sormunen@joensuu.fi

Kalle Juuti

16 / 02/ 2017
Towards primary school physics teaching and learning: Design research approach University of Helsinki, Finland E-mail: Kale.juuti@Helsinki.fi

Jarkko Lampiselkä

16 / 02/ 2017
Demonstration in Chemistry Instruction in the Upper Secondary School University of Jyväskylä, Finland E-mail: jarkko.lampiselka@helsinki.fi

Niina Nurkka

16 / 02/ 2017
Developing and evaluating a research-based teaching-learning sequence on the moment of force. University of Jyväskylä, Finland E-mail: niina.nurkka@ekamo.fi

MÁLAGA 2027

Established in 1995, ESERA aims to enhance scientific
literacy for all through research in science education.

Various professional activities support community building in science education, dissemination of
research findings and professional development of researchers from different career stages.
Visit Esera 2027 Conference​
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