https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/en-la-coccons.pdf
cocoons, the description Sibylla’s work, the detection of time during which Sibylla’s work was developed,..) …………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………… [...] TsCdCMFvp1k14P7 ITfaZThGP__g=&docid=KFoucLhWtPALjM&sa=X&ei=2KhdUoerN4jPtAbx0oGABQ&ved=0 CC4Q9QEwAA c. http://www.google.gr/imgres?imgurl=http://growingwithscience.com/cocoon.jpg&imgref url=http://blog [...] com/watch?v=f1RTqAWKenM http://www.youtube.com/watch?v=-wbmEjTvszI http://www.youtube.com/watch?v=BibC0CqZhPI ………………………………………………………………………………………………………………………………………………..…… ………………………………………………………………………………………
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/merian.zip
The activity 5 concerns the characteristics of Nature of Science: a) “Scientific knowledge is tentative but durable”, b) “There are historical, cultural, and social influences on science”, c) 2 Suggestions [...] Braunschweig- Lüneburg-Bevern, Barocke Sammellust (1988. 05.28- 10.30 : Wolfenbüttel), und Ausstellung. Herzog August Bibliothek (1988. 05.28-10.30 : Wolfenbüttel). Barocke Sammellust. Ausstellungskataloge [...] of painting and engraving. Pedantic mother taught Mary and her half-sister homework, embroidery, management and care of children. Her half-brothers Mathias Younger and Caspar Merian who were engravers,
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/scoring-of-student-questions.pdf
Framework Categories Peripheral Factual Conceptual Philosophical Level 1 P1: 0 F1: 1 C1: 3 E1: 3 Level 2 P2: 2 F2: 2 C2: 4 E2: 5 [...] new situation they encounter, to realize that questions play a key role in this stage of their development. Unfortunately, children’s curiosity is frequently stifled when they enter school, where conformity [...] prediction, or factor to be investi- gated should be named or implied in the question. a. Level 1 (C1) i. Clarification or elaboration Question prototypes: How (does it work) … ? How do we know that (
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/rumfordsuppe-didaktik-gb.pdf
a web research, write a text about the relation between the incoming energy in the human organism by food and its further trail. 5. Based on a web research about: calorie, food, label, joule, nutrition [...] and the relation between joule and cal. 6. Write the characteristics of science and the ways it develops, based on the Thompson’s narration as well the lesson activities, according to the McComas’s list [...] s to Teachers (Rumford and nutrition) Storytelling Teaching Model: http://science-story-telling.eu C) The activity 7 concerns the characteristics of Nature of Science, which are quoted in the activities:
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/lavoisier-respiration.zip
wikipedia.org/wiki/%CE%91%CE%BD%CE%B1%CF%80%CE%BD%CE%B5%CF%85%CF %83%CF%84%CE%B9%CE%BA%CF%8C_%CF%83%CF%8D%CF%83%CF%84%CE%B7%CE%B C%CE%B1#.CE.97_.CE.BB.CE.B5.CE.B9.CF.84.CE.BF.CF.85.CF.81.CE.B3.CE.AF.CE.B1_ [...] durable” and c) “Science has a subjective element”. B) The activities 3 and 4 concern the characteristic of Nature of Science: “Scientific knowledge is tentative but durable”. C) The activity 5 concerns the [...] wikipedia.org/wiki/%CE%91%CE%BD%CE%B1%CF%80%CE%BD%CE%B5%CF%85%CF%83%CF%84%CE%B9%CE%BA%CF%8C_%CF%83%CF%8D%CF%83%CF%84%CE%B7%CE%BC%CE%B1#.CE.97_.CE.BB.CE.B5.CE.B9.CF.84.CE.BF.CF.85.CF.81.CE.B3.CE.AF.CE.B1_.CF
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/lavoisieratmung-didaktik-gb.pdf
durable” and c) “Science has a subjective element”. B) The activities 3 and 4 concern the characteristic of Nature of Science: “Scientific knowledge is tentative but durable”. C) The activity 5 concerns the
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/hintergruende/hintergrund-eng/hintergrund-nutrition-gb.pdf
the conservation of energy—the belief that every physical force stood in equilibrium with an equivalent counter-force In terms of physiology, the laws of energy conservation and energy conversion stand next [...] effects of calcination and combustion. Energy in Food Today, the word calorie is synonymous with energy. Many products in modern supermarkets identify the contained energy in kilocalories and the amount of [...] defined energy as “a power to change in opposition to resistance.” He, furthermore, distin- guished between “actual or sensible” energy (e.g., en- ergy of movement) and “potential or latent” energy Rankine
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/joule-didaktik-gb.pdf
Count Rumford Suggestions to Teachers (Joule and energy) 1 Storytelling Teaching Model: http://science-story-telling.eu Suggestions to Teachers (Joule and energy) Expected results After the lesson, the students [...] 4 and 5 concern the characteristics of Nature of Science: a) “Science demands and relies on empirical evidence” and b) “Laws and theories are related but distinct kinds of scientific knowledge” C) The activity [...] evidence”. 2 Suggestions to Teachers (Joule and energy) Storytelling Teaching Model: http://science-story-telling.eu Suggestions to Teachers (Joule and energy) were written by Aikaterini Rizaki and Panagiotis
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/en-la-joule.pdf
select a total mass of 10 lb. (2 bodies of 5 lbs each) and we let it drop 5, 10, 20 times from a height of 1m. 1. You have selected a mass of 10 lbs. and let it drop 5 times. The temperature increase in the [...] 5h= 5m 10h =…… 20h ……. Use the formula ΔΘ(οC)=ΔΘ(οF).5/9 in order to convert the difference in temperature that was measured in the Fahrenheit scale to the Celsius scale and write it down in the 3d column [...] Student’s Learning Activities (Joule and energy) 1 Storytelling Teaching Model: http://science-story-telling.eu Student’s Learning Activities (Joule and energy) Activity 1 You will watch a video with narration
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/joule-2.zip
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. The aim of this historical [...] select a total mass of 10 lb. (2 bodies of 5 lbs each) and we let it drop 5, 10, 20 times from a height of 1m. 1. You have selected a mass of 10 lbs. and let it drop 5 times. The temperature increase in the [...] 5h= 5m 10h =…… 20h ……. Use the formula ΔΘ(οC)=ΔΘ(οF).5/9 in order to convert the difference in temperature that was measured in the Fahrenheit scale to the Celsius scale and write it down in the 3d column