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
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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
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/rumfordkanonen-didaktik-gb.pdf
and the ways it develops, based on the narration as well as the lesson activities, according to the McComas’ list. 5. Write a scientific text about the nature of heat, which is similar to Thompson’s an
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/rumford.zip
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integration, the types of EU policies, even the platforms of domestic political parties (Fligstein, 2008; McLaren, 2006). Existing research commonly considers either support for the EU (e.g. Lubbers and Scheepers [...] with foreign friends or foreign coworkers reduces indi- vidual perceptions of external ethnic threats (McLaren, 2006) and anti-immigrant prejudices in general (Quillian, 1995; Schneider, 2008). We can infer [...] also less worried about an immigrant, cultural threat or the undermining of national cultural symbols (McLaren, 2006; Schneider, 2008). Using an array of surveys, samples and countries, studies show that,