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Teaching-Learning Sequences as innovations for science teaching and learning

Phd Research

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Dear Reader! You are hereby invited to help us build up a bank of European science education abstracts of doctoral theses. You may submit an abstract of your own dissertation, or encourage your colleagues or students to do so. Our editorial policy on this web site is to publish science education dissertation abstracts from European universities. We also publish abstracts from non-European countries if a thesis has been supervised or written by an ESERA member.

Agnieszka Kaminska-Ostep

14 / 02/ 2017
The influence of didactic innovations on the effectiveness of chemical education M.C. Sklodowska University, Lublin, Poland E-mail: aostep@hermes.umcs.lublin.pl

Marianne Ødegaard

14 / 02/ 2017
The Drama of Science EducationHow public understanding of biotechnology and drama as a learning activity may enhance a critical and inclusive science education University of Oslo, Norway E-mail: marianne.odegaard@ils.uio.no

María Isabel Hernández Rodríguez

14 / 02/ 2017
Iterative Development of a Teaching-Learning Sequence on Acoustic Properties of Materials Universitat Autònoma de Barcelona, Spain Supervisor: Dra. Digna Couso Lagarón and Dra. Roser Pintó Casulleras  E-mail: mariaisabel.hernandez@uab.es

Montserrat Pedreira Álvarez

14 / 02/ 2017
«Can I touch?» Analysis of an educational proposal of the Natural Sciences Museum of Barcelona for children 2 to 6 years old Universitat Autònoma de Barcelona, Spain Supervisor: Dr. Conxita Márquez E-mail: mpedreira@umanresa.cat

Eva West

13 / 02/ 2017
Teaching and learning science: Students’ learning in relation to a research-based teaching-learning sequence about sound, hearing and auditory health E-mail: eva.west@ped.gu.se 

Karolina Broman

13 / 02/ 2017
Chemistry: Content, Context and Choices. Towards students’ higher order problem solving in upper secondary school Umeå university, Sweden Email: karolina.broman@umu.se 

Katrin Bölsterli

13 / 02/ 2017
Competence-orientation in Science Textbooks – a Swiss Perspective University of Teacher Education, Switzerland Email: katrin.boelsterli@phlu.ch

Nicole Garner

08 / 02/ 2017
Sustainability and chemistry – the potential of non-formal learning environments for innovating the chemistry curriculum University of Bremen Supervisor: Prof. Dr. Ingo Eilks E-mail: ngarner@uni-bremen.de 

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