https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/biografien/biografien-eng/joule-biografie-gb.pdf
a prosperous brewer in Manchester, England. Young Joule was a delicate child, and was not sent to school. His early educa- tion was commenced by his mother's half-sister, and was carried on at his father's
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/biografien/biografien-eng/thomson-kelvin-biografie-gb.pdf
father became especially attached to the young boy and the two became very close. The father home schooled William and his older brother James. When William was nine, his father was offered a job as professor
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/hintergruende/hintergrund-eng/hintergrund-energie-gb.pdf
appear to be three aspects which are relevant with respect to teaching energy in lower secondary school: Energy as a concept, together with energy conservation, re- newable energy, and energy efficiency [...] avoid a dependency of France from Eng- lish coal. This was the moment when the French second- ary school teacher Augustin Mouchot entered the stage. Mouchot combined two devices that had been known previously:
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/joule-1.zip
process of work into heat in school by taking accurate measurements. The standard experiment As a standard experiment to determine the mechanical equivalent of heat in many schools the so called "Schürholzversuch" [...] appear to be three aspects which are relevant with respect to teaching energy in lower secondary school: Energy as a concept, together with energy conservation, re- newable energy, and energy efficiency [...] avoid a dependency of France from Eng- lish coal. This was the moment when the French second- ary school teacher Augustin Mouchot entered the stage. Mouchot combined two devices that had been known previously:
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/biografien/biografien-eng/joliotcurie-biografie-gb.pdf
replacing their often absent mother and dead father. In 1914, after finishing the science-maths high school, Irene Curie started her studies at the faculty of the Sciences at the University of Paris. In the [...] the name “Joliot- Curie”. Frédéric Joliot was the physics engineer. He graduated from Engineering School in Paris, where one of the professors was Paul Langevin, a friend of Curie's family. With his re
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/joliot-curie.zip
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/student-workbook-on-eijkman-and-vitamins.pdf
the local school. When young Christiaan was only a few years old, his family relocated to Zaandam, a larger city in the Netherlands. In Zaandam, he began his education at his father’s school. He progressed [...] of 17, he passed his university entrance exams. After his high-school graduation, Christiaan chose to attend the Military Medical School at the University of Amsterdam. The government paid for his university
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/biografien/biografien-eng/eijkman-biografie-gb.pdf
headmaster at the local school. When he was only a few years old, his family relo- cated to Zaandam, a larger city in the Netherlands. In Zaandam, he began his education at his father’s school. He progressed in [...] university-entrance exams in 1875, at the age of 17. After high-school graduation, Christiaan chose to attend the Military Medical School at the University of Amsterdam. The government paid for his educa- [...] of his military career. Along with this work, he also became the director of the Javanese Medical School, where he taught physiology and organic chemistry. He also remarried in 1888. With his wife Bertha
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/biografien/biografien-eng/thompson-rumford-biografie-gb.pdf
Benjamin was sent to grammar school at age eight. By age 13, having ac- quired a mastery of advanced algebra, geometry, as- tronomy, and even higher mathematics, he left school and was sent to a nearby town
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/scoring-of-student-questions.pdf
that question asking is fundamental to learning is intuitive. One has only to think about eager pre-school children, filled with curiosity and wonderment about every new situation they encounter, to realize [...] stage of their development. Unfortunately, children’s curiosity is frequently stifled when they enter school, where conformity is emphasized and where it is not acceptable for them to ask their many questions [...] the ones seeking new knowledge. What results from this situation is that “children everywhere are schooled to become masters at answering questions and to remain novices at asking them” (Dillon, 1990, p