The benefits of structuring teacher behavior in biology lessons with experiments
Eckes A, Wilde M (2018)
In: Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education. Part 3. Finlayson O, McLoughin E, Erduran S, Childs P, Dublin City University (Eds); Dublin: Dublin City University: 456-464.
Sammelwerksbeitrag
| Veröffentlicht | Englisch
Download
Es wurden keine Dateien hochgeladen. Nur Publikationsnachweis!
Autor*in
Herausgeber*in
Finlayson, Odilla;
McLoughin, Eilish;
Erduran, Sibel;
Childs, Peter
herausgebende Körperschaft
Dublin City University
Erscheinungsjahr
2018
Buchtitel
Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education. Part 3
Seite(n)
456-464
Konferenz
12th Conference of the European Science Education Research Association (ESERA)
Konferenzort
Dublin
Konferenzdatum
2017-08-21 – 2017-08-25
ISBN
978-1-873769-84-3
Page URI
https://pub.uni-bielefeld.de/record/2933940
Zitieren
Eckes A, Wilde M. The benefits of structuring teacher behavior in biology lessons with experiments. In: Finlayson O, McLoughin E, Erduran S, Childs P, Dublin City University, eds. Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education. Part 3. Dublin: Dublin City University; 2018: 456-464.
Eckes, A., & Wilde, M. (2018). The benefits of structuring teacher behavior in biology lessons with experiments. In O. Finlayson, E. McLoughin, S. Erduran, P. Childs, & Dublin City University (Eds.), Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education. Part 3 (pp. 456-464). Dublin: Dublin City University.
Eckes, Alexander, and Wilde, Matthias. 2018. “The benefits of structuring teacher behavior in biology lessons with experiments”. In Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education. Part 3, ed. Odilla Finlayson, Eilish McLoughin, Sibel Erduran, Peter Childs, and Dublin City University, 456-464. Dublin: Dublin City University.
Eckes, A., and Wilde, M. (2018). “The benefits of structuring teacher behavior in biology lessons with experiments” in Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education. Part 3, Finlayson, O., McLoughin, E., Erduran, S., Childs, P., and Dublin City University eds. (Dublin: Dublin City University), 456-464.
Eckes, A., & Wilde, M., 2018. The benefits of structuring teacher behavior in biology lessons with experiments. In O. Finlayson, et al., eds. Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education. Part 3. Dublin: Dublin City University, pp. 456-464.
A. Eckes and M. Wilde, “The benefits of structuring teacher behavior in biology lessons with experiments”, Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education. Part 3, O. Finlayson, et al., eds., Dublin: Dublin City University, 2018, pp.456-464.
Eckes, A., Wilde, M.: The benefits of structuring teacher behavior in biology lessons with experiments. In: Finlayson, O., McLoughin, E., Erduran, S., Childs, P., and Dublin City University (eds.) Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education. Part 3. p. 456-464. Dublin City University, Dublin (2018).
Eckes, Alexander, and Wilde, Matthias. “The benefits of structuring teacher behavior in biology lessons with experiments”. Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education. Part 3. Ed. Odilla Finlayson, Eilish McLoughin, Sibel Erduran, Peter Childs, and Dublin City University. Dublin: Dublin City University, 2018. 456-464.
Google Scholar
ISBN Suche