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https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/lichtenberg-didaktik-gb.pdf
narration and the lesson activities, the characteristics of the Nature of Science, according to the McComas’s list. About the activities of students The proposed students' activities are indicative and
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/lichtenberg.zip
narration and the lesson activities, the characteristics of the Nature of Science, according to the McComas’s list. About the activities of students The proposed students' activities are indicative and [...] Press, 1938 (trans. and ed., by Margaret L. Mare and W. H. Quarrell) B Secondary Sources Cherington M, McDonough G, Olson S, Russon R, Yarnell PR: Lichtenberg figures and lightning: case reports and review
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/guericke-didaktik-gb.pdf
Write the characteristics of the Nature of Science in the proposed lesson activities, according to the McComas’ list. About the activities of students The proposed students' activities are indicative and they
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/guericke.zip
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/lavoisiermasse-didaktik-gb.pdf
cs of Nature of Science, based on the narration as well as the lesson activities, according to the McComas’s list. About the activities of students The proposed students' activities are indicative and
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/biografien/biografien-pol/joliotcurie-biografie-pl.pdf
. Literatura: Andrzej Kajetan Wróblewski, Historia fizyki, Wydawnictwo Naukowe PWN 2011 Catherine M.C. Haines, International Women in Science: A Biographical Dictionary to 1950: Irena Joliot-Curie Cezary
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/rutherford-didaktik-gb.pdf
and the ways it develops, based on the narration as well as the lesson activities, according to the McComas’s list. 8. Write the differences and the similarities between the Rutherford’s atomic model and
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/rutherford-nuclear.zip
his first job as professor at McGill Uni- versity in Montreal, Canada. Finally, he was also able to marry his sweetheart, Mary, who had waited for him all this time. At McGill, Rutherford made his first [...] work of Sir Robert Ball and J. J. Thomson. In 1898, Ernest Rutherford accepted a profes- sorship at McGill University in Montreal, Canada. The laboratories there were very well equipped and gave him the [...] of his landlady in Christchurch. They had one child together, a daughter whom they named Eileen. At McGill, Rutherford began to receive world- wide recognition for his research. His work be- came increasingly
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/eijkman-didaktik-gb.pdf
in Indonesia. 5. Describe the characteristics of science and the ways it develops, according to the McComas’ list, based on the narration as well the lesson activities. About the activities of students
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/eijkman.zip