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Blog - ESERA

Jan Alexis Nielsen

16 / 02/ 2017
Science in Discussions: An investigation of the argumentative role of science in students' socio-scientific discussions University of Copenhagen, Denmark E-mail: janielsen@ind.ku.dk

Henriette Tolstrup Holmegaard

16 / 02/ 2017
Students’ narratives, negotiations, and choices. A longitudinal study of Danish students’ transition into higher education in science, engineering and mathematics University of Copenhagen, Denmark E-mail:hh@ind.ku.dk

Birgitte Lund Nielsen

16 / 02/ 2017
Science teachers meaning-making of teaching practice, collaboration and professional development Aarhus University, Denmark E-mail: bln@cse.au.dk

Wolter Kaper

16 / 02/ 2017
Learning to Teach ThermodynamicsDiscussions that are problem-posing to teacher and students, leading to thermodynamic understanding and to a modified Van Hiele level scheme E-mail: kaper@chem.uva.nl 

Gerard D. Thijs

16 / 02/ 2017
Diagnosis and remediation of conceptual difficulties in the teaching and learning of the concept of energy in Mozambique. E-mail: gd.thijs@dienst.vu.nl 

Gerard D. Thijs

16 / 02/ 2017
Classroom developmental study on the role of practical work in conceptual development, in particular in basic mechanics. E-mail: gd.thijs@dienst.vu.nl 

Martin Rusek

16 / 02/ 2017
The Research of Secondary School Students‘ Attitudes Towards Chemistry at Basic School Charles University, Czech Republic Supervisor: Pavel Beneš E-mail: martin.rusek@pedf.cuni.cz

Jelle Boeve-de Pauw

16 / 02/ 2017
Valuing the invaluable - Effects of individual, school and cultural factors on the environmental values of children University of Antwerp, Belgium Email: jelle.boevedepauw@ua.ac.be

Dimitris Koliopoulos

16 / 02/ 2017
Epistemological and didactic dimensions of the curriculum construction processes: The case of the didactic transposition and learning of the energy concept University of Patras, Greece ...

Olga Gioka

15 / 02/ 2017
Formative assessment in teaching graphing skills in investigation lessons: a study of teachers’ goals, strategies, assessment criteria and feedback London South Bank University, United Kingdom ...

Gultekin Cakmakci

15 / 02/ 2017
A cross-sectional study of the understanding of chemical kinetics among Turkish secondary and undergraduate students University of Leeds, United Kingdom Supervisors: John Leach & Jim ...

Jennifer DeWitt

15 / 02/ 2017
Supporting teachers on science-focused school trips: Towards an integrated framework of theory and practice King's College London, United Kingdom E-mail: jennifer.dewitt@kcl.ac.uk

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.
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