Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7662
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dc.contributor.authorFernandez, Cassia
dc.contributor.authorHochgreb-Haegele, Tatiana
dc.contributor.authorBlikstein, Paulo
dc.coverage.spatialBochum, Germanyen_US
dc.date.accessioned2021-10-09T15:50:11Z
dc.date.accessioned2021-10-09T19:54:23Z-
dc.date.available2021-10-09T15:50:11Z
dc.date.available2021-10-09T19:54:23Z-
dc.date.issued2021-06
dc.identifier.citationFernandez, C., Hochgreb-Haegele, T., & Blikstein, P. (2021). From “Playful Activities” to “Knowledge Building”: A Case Study about a Teacher’s Percpetions on the Role of Experiments. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 999-1000). Bochum, Germany: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2021.999
dc.identifier.urihttps://repository.isls.org//handle/1/7662-
dc.description.abstractScience education reform initiatives and the integration of maker resources into formal education have the potential to promote new ways of learning. However, well-prepared teachers are central to implement such changes. Using a case study, we describe how the ideas of one teacher about the role of experiments changed as he participated in a PD program. Based on our findings, we suggest strategies for programs aimed at integrating makerspaces resources into science curricula.en_US
dc.format.extentpp. 999-1000
dc.language.isoen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.relation.ispartofProceedings of the 15th International Conference of the Learning Sciences - ICLS 2021.en_US
dc.subjectLearning Sciencesen_US
dc.titleFrom “Playful Activities” to “Knowledge Building”: A Case Study about a Teacher’s Percpetions on the Role of Experimentsen_US
dc.typeConference Paperen_US
dc.typePosteren_US
Appears in Collections:ISLS Annual Meeting 2021

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