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PROFILES modules in the Slovenian context. 2.5

Iztok Devetak in Vesna Ferk Savec in Saša Glažar in Mojca Juriševič in Mira Metljak in Jerneja Pavlin in Katarina Senta Wissiak Grm (2014) PROFILES modules in the Slovenian context. 2.5. V: Science teachersʼ continuous professional development in Europe : case studies from the PROFILES project. Freie Universität Berlin, Alpen-Adria-Universität Klagenfurt, Berlin, Klagenfurt, str. 113-119. ISBN 978-3-9816683-0-8

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    Povzetek

    eaching science is challenging in the modern society especially because a lot of students are not intrinsically motivated for learning science. This means that teachers should undergo professional changes to make students believe that scientific knowledge that is determined by the national curriculum is useful for their future life even if they are not going to be in a profession tightly connected with science. These problems facing by teachers and also by students in the school science classroom can be at least partly solved by implementations of different educational strategies that can promote students science learning. One of such strategy that is applied across European countries is PROFILES teaching and learning science approach. Teachers need to use specific PROFILES teaching and learning modules while implementing PROFILES approach. This chapter illustrates Slovenian perspective to development of PROFILES modules.

    Tip vnosa: Del monografije
    Ključne besede: naravoslovna vzgoja in izobraževanje, pouk, učenje
    Število strani: 285
    Povezani naslovi URL:
    URLTip URL
    http://www.profiles-project.eu/Dissemination/PROFILES_Book/PROFILES_book2.pdf?1407394633Drugo nahajališče
    http://cobiss5.izum.si/scripts/cobiss?command=DISPLAY&base=99999&rid=10143561&fmt=11&lani=siDrugo nahajališče
    Ustanova: Univerza v Ljubljani
    Fakulteta: Pedagoška fakulteta
    Oddelki: Oddelek za biologijo, kemijo in gospodinjstvo > Katedra za biologijo in kemijo
    Oddelek za temeljni pedagoški študij > Katedra za pedagogiko
    Oddelek za temeljni pedagoški študij > Katedra za psihologijo
    ID vnosa: 2350
    Datum vnosa: 08 Sep 2014 12:51
    Zadnja sprememba: 08 Sep 2014 12:51
    URI: http://pefprints.pef.uni-lj.si/id/eprint/2350

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